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Pedagogical-Content-Knowledge for Teaching Mathematics: A Globalised Phenomenon

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Globalisation, Ideology and Politics of Education Reforms

Part of the book series: Globalisation, Comparative Education and Policy Research ((GCEP,volume 14))

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Abstract

The construct of Pedagogical Content Knowledge (PCK) was introduced by Shulman (Educ Res 15(2):4–14, 1986, Harv Educ Rev 57(1):1–22, 1987) to describe the knowledge needed by teachers in order to make a topic accessible to learners. Subsequent field-based research globally has supported the presence of specialised knowledge needed for teaching mathematics, established ways to measure it, and associated it positively with teachers’ ability to improve student learning. The literature on systemic reform, based on international testing, finds some commonalities in practice among high-achieving countries but is usually not specific about the types of knowledge enacted by teachers in those nations. Research on PCK has much to offer initiatives for improving student achievement and in giving teachers a voice to assert their professional expertise in a climate of market-driven education policy.

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  1. Faculty of Education and Arts, Australian Catholic University, Banyo, QLD, Australia

    Vince Wright

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Correspondence to Vince Wright .

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  1. Faculty of Education and Arts, School of Education, Australian Catholic University, East Melbourne, Victoria, Australia

    Joseph Zajda

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Wright, V. (2015). Pedagogical-Content-Knowledge for Teaching Mathematics: A Globalised Phenomenon. In: Zajda, J. (eds) Globalisation, Ideology and Politics of Education Reforms. Globalisation, Comparative Education and Policy Research, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-319-19506-3_9

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