The PCK domain, its subdomains and constituent elements. Our elaboration based on Carrillo et al., 2018
| PCK—Pedagogical Content Knowledge . | |
|---|---|
| Subdomain . | Constituent Elements . |
| KFLM characteristics | Mathematics learning theories. Strengths and weakness in learning Mathematics. Forms of student interaction with mathematical content. Effects of emotional aspects on mathematics learning. |
| KMT | Theories of Mathematics Teaching. Didactic resources (physical and digital). Strategies, techniques, task and examples. |
| KMLS | Expected learning outcomes Expected level of conceptual or precedural development Topic sequencing. |
| PCK—Pedagogical Content Knowledge . | |
|---|---|
| Subdomain . | Constituent Elements . |
| KFLM characteristics | Mathematics learning theories. Strengths and weakness in learning Mathematics. Forms of student interaction with mathematical content. Effects of emotional aspects on mathematics learning. |
| KMT | Theories of Mathematics Teaching. Didactic resources (physical and digital). Strategies, techniques, task and examples. |
| KMLS | Expected learning outcomes Expected level of conceptual or precedural development Topic sequencing. |
The PCK domain, its subdomains and constituent elements. Our elaboration based on Carrillo et al., 2018
| PCK—Pedagogical Content Knowledge . | |
|---|---|
| Subdomain . | Constituent Elements . |
| KFLM characteristics | Mathematics learning theories. Strengths and weakness in learning Mathematics. Forms of student interaction with mathematical content. Effects of emotional aspects on mathematics learning. |
| KMT | Theories of Mathematics Teaching. Didactic resources (physical and digital). Strategies, techniques, task and examples. |
| KMLS | Expected learning outcomes Expected level of conceptual or precedural development Topic sequencing. |
| PCK—Pedagogical Content Knowledge . | |
|---|---|
| Subdomain . | Constituent Elements . |
| KFLM characteristics | Mathematics learning theories. Strengths and weakness in learning Mathematics. Forms of student interaction with mathematical content. Effects of emotional aspects on mathematics learning. |
| KMT | Theories of Mathematics Teaching. Didactic resources (physical and digital). Strategies, techniques, task and examples. |
| KMLS | Expected learning outcomes Expected level of conceptual or precedural development Topic sequencing. |
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