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.
Table des matières
Conceptualising teachers’ mathematical knowledge in teaching.- Teacher knowledge for developing students’ mathematical thinking.- Changed views on mathematical knowledge in the course of didactical theory development.- Knowing and identity.- Teaching mathematics as the contextual application of mathematical modes of enquiry.- Conceptualising mathematical knowledge in teaching.- The cultural location of teachers’ mathematical knowledge.- How educational systems and cultures mediates teacher knowledge.- Audit and evaluation of pedagogy.- Understanding the cultural context of mathematical knowledge in teaching.- The Knowledge Quartet as an organizing framework for developing and deepening teachers’ mathematical knowledge.- Learning to teach mathematical using lesson study.- Teachers’ stories of mathematical knowledge.- Building mathematical knowledge in teaching by means of theorised tools.
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