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Introduction: Mathematical Knowledge in Teaching
2010This book examines the issue of mathematical subject knowledge in teaching. There is widespread agreement that the quality of primary and secondary school mathematics teaching depends crucially on the subject-related knowledge that teachers are able to bring to bear on their work.
Tim Rowland, Kenneth Ruthven
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Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry
School Science and Mathematics, 2013Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher‐order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that promote ...
Jennifer A. Eli +2 more
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Conceptualising Mathematical Knowledge in Teaching
2010This critical appreciation of major lines of thinking about mathematical knowledge in teaching shows how they have given rise to productive reconceptualisations. By identifying types of subject-related knowledge distinctive to teaching, Subject knowledge differentiated demonstrates that expert teaching calls for more than ordinary subject expertise ...
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Cultural Knowledge for Teaching Mathematics
2017This paper discusses selected topics of elementary mathematics that have been problematic in the US mathematics curriculum. It notes some ways that the CCSSM promises to improve on previous practice and offers suggestions for other possibilities for improvement.
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Knowledge for Teaching Mathematics Category III: Fundamental Mathematics Conceptual Knowledge
2015Fundamental mathematics conceptual knowledge defines teachers’ understanding of mental representations of mathematics topics and the relationship among them. It also includes knowledge that may convert abstract mathematics concepts into a form, which supports learners’ understanding of them.
Rina Kim, Lillie R. Albert
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Conceptualising Teachers’ Mathematical Knowledge in Teaching
2010It seems obvious that a teacher’s mathematical knowledge is an important ingredient for teaching, and while a teacher needs to be able to do the mathematics required for the curricular level being taught, this may not be sufficient to ensure pupil progress.
Marilena Petrou, Maria Goulding
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Teacher time out as a site for studying mathematical knowledge for teaching
Journal of Mathematical Behavior, 2023Reidar Mosvold
exaly