In this paper we discuss an HPM approach that may enhance in-service teachers’ mathematics content knowledge and PCK at the same time. The method we used was to let four high school mathematics teachers read historical texts in mathematics, and ask them to write reports on their reflections. The historical texts consisted of four proofs of Heron’s Formula provided by various scholars in history. The reports were then collected and analysed. We used the PCK model of Veal and MaKinster to explain the enhancement of the teachers’ PCK. Their reflections indicated that their content knowledge, knowledge of students, and knowledge of instructional strategies improved. In addition, the vertical links from content knowledge to several attributes of PCK, as well as the horizontal links among those attributes were strengthened.
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由教師反思中所見之在職數學教師專業知識增強的HPM進路
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