Skip to main content
International Journal of STEM Education
Figure 1 | International Journal of STEM Education

Figure 1

From: Mathematics and biology teachers’ tacit views of the knowledge required for teaching: varying relationships between CK and PCK

Figure 1

Analysis of a mathematics teacher’s data (Teacher M11) using a repertory grid tree diagram. (1) Elements: (A) a group of elements with high coherence; (B) another group of elements with high coherence; (2) Coherence rate between the elements in group B; (3) and (4) Groups of PCK elements; (5) CK element; (6) Coherence rate between the elements in groups A and B; (7) Constructs; (8) Coherence rate between the constructs: ‘Connected to teaching mathematics’ and ‘Not connected to mathematics’; (9) Coherence rate between the elements in group A.

Back to article page