Unpacking Mathematics Pedagogical Content Knowledge for Elementary Number Theory: The Case of Arithmetic Word Problems

Abstract

“Number” is an important learning dimension in primary mathematics education. It covers a large proportion of mathematical topics in the primary mathematics curriculum, and teachers use most of their class time to teach fundamental number concepts and basic arithmetic operations. This paper focuses on the nature of mathematics pedagogical content knowledge (MPCK) concerning arithmetic word problems. The aim of this qualitative research was to investigate how well the future primary school teachers in Hong Kong had been prepared to teach mathematical application problems for third and sixth graders. Nineteen pre-service teachers who majored in both mathematics and primary education were interviewed using two sets of scenario-based questions. The results revealed that innovative approaches were suggested for teaching third graders while the strategies suggested for teaching sixth graders were mostly based on a profound understanding of mathematical content knowledge. Many participants demonstrated sound knowledge about the sixth grader’s mathematical misconception, but most of them were unable to precisely indicate the third grader’s error in presenting a complete solution for a typical mathematics word problem. A deep understanding of elementary number theory seems to be a precondition for developing pre-service teachers’ MPCK in teaching arithmetic word problems.

Keywords

• arithmetic word problems
• elementary number theory
• mathematics pedagogical content knowledge
• primary mathematics
• teacher education