Mathematical Knowledge in Teaching

Overview

The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in ...

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Overview

The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.

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Editorial Reviews

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From the reviews:

“This book focuses on the complex issue of mathematical knowledge in teaching. … This book is essential reading for anyone interested in teaching mathematics. It brings together the considerable research and scholarship of the various contributors and provides a detailed, yet understandable, picture of the issues surrounding teachers’ mathematical knowledge. The book most certainly meets its aim of enhancing theory and practice in mathematics teacher education and the student experience throughout education.” (Rosemary Cann, Educational Review, November, 2011)

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Product Details

  • ISBN-13: 9789400734685
  • Publisher: Springer Netherlands
  • Publication date: 12/31/2013
  • Series: Mathematics Education Library Series , #50
  • Edition description: 2011
  • Edition number: 1
  • Pages: 304
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.65 (d)

Table of Contents

1Introduction
Tim Rowland and Kenneth Ruthven
Conceptualising mathematical knowledge in teaching

2 Conceptualising teachers’ mathematical knowledge in teaching
Marilena Petrou and Maria Goulding

3 Knowing and identity: A situated theory of mathematics knowledge in teaching
Jeremy Hodgen

4 Changed views on mathematical knowledge in the course of didactical theory development: Independent corpus of scientific knowledge or result of social constructions?
Heinz Steinbring

5 Teaching mathematics as the contextual application of mathematical modes of enquiry
Anne Watson and Bill Barton

6 Conceptualising mathematical knowledge in teaching
Kenneth Ruthven
Understanding the cultural context of mathematical knowledge in teaching

7 The cultural location of teachers’ mathematical knowledge: Another hidden variable in mathematics education research?
Paul Andrews

8 How educational systems and cultures mediate teacher knowledge: ‘Listening’ in English, French and German classrooms
Birgit Pepin

9 Modelling teaching in mathematics teacher education and the constitution of mathematics for teaching
Jill Adler and Zain Davis

10 Audit and evaluation of pedagogy: Towards a cultural-historical perspective
Julian Williams

11 The cultural dimension of teachers’ mathematical knowledge
Andreas J. Stylianides and Seán Delaney

Building mathematical knowledge in teaching by means of theorised tools
12 The Knowledge Quartet as an organising framework for developing and deepening teachers’ mathematical knowledge
Fay Turner and Tim Rowland

13 Learning to teach mathematics using lesson study
Dolores Corcoran and Sandy Pepperell

14 Using theories to build kindergarten teachers' mathematical knowledge for teaching
Dina Tirosh, Pessia Tsamir, and Esther Levenson

15 Teachers’ stories of mathematical knowledge: Accounting for the unexpected
Julie Ryan and Julian Williams

16 Building mathematical knowledge in teaching by means of theorised tools
José Carrillo

17 Conclusion
Kenneth Ruthven and Tim Rowland

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