Cumulative research within a number of traditions has shown that effective teaching calls for distinctive, identifiable forms of subject-related knowledge and thinking, yet the significance and complexity of such knowledge is not well represented in professional debate and policymaking. This is a particularly pressing issue within mathematics education, given world-wide aspirations to improve quality of teaching and learning in the face of widespread difficulties in recruiting teachers who are conventionally well-qualified in mathematics and confident in the subject. This book, the outcome of two years of collaborative effort, brings together a team of experts in the field of mathematics teacher knowledge to produce an authoritative, ‘state of the art’ exposition and critical commentary on this important and topical domain, including reports of original research in the field. It offers constructive and helpful ways of conceptualising mathematics teacher knowledge in its cultural context, as well as a range of theorised tools to support its improvement.
Author(s): Tim Rowland, Kenneth Ruthven (auth.), Tim Rowland, Kenneth Ruthven (eds.)
Series: Mathematics Education Library 50
Edition: 1
Publisher: Springer Netherlands
Year: 2011
Language: English
Pages: 304
Tags: Mathematics Education
Front Matter....Pages i-viii
Introduction: Mathematical Knowledge in Teaching....Pages 1-5
Front Matter....Pages 7-7
Conceptualising Teachers’ Mathematical Knowledge in Teaching....Pages 9-25
Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching....Pages 27-42
Changed Views on Mathematical Knowledge in the Course of Didactical Theory Development: Independent Corpus of Scientific Knowledge or Result of Social Constructions?....Pages 43-64
Teaching Mathematics as the Contextual Application of Mathematical Modes of Enquiry....Pages 65-82
Conceptualising Mathematical Knowledge in Teaching....Pages 83-96
Front Matter....Pages 97-97
The Cultural Location of Teachers’ Mathematical Knowledge: Another Hidden Variable in Mathematics Education Research?....Pages 99-118
How Educational Systems and Cultures Mediate Teacher Knowledge: ‘Listening’ in English, French and German Classrooms....Pages 119-137
Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teaching....Pages 139-160
Audit and Evaluation of Pedagogy: Towards a Cultural-Historical Perspective....Pages 161-178
The Cultural Dimension of Teachers’ Mathematical Knowledge....Pages 179-191
Front Matter....Pages 193-193
The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers’ Mathematics Knowledge....Pages 195-212
Learning to Teach Mathematics Using Lesson Study....Pages 213-230
Using Theories to Build Kindergarten Teachers’ Mathematical Knowledge for Teaching....Pages 231-250
Teachers’ Stories of Mathematical Subject Knowledge: Accounting for the Unexpected....Pages 251-271
Building Mathematical Knowledge in Teaching by Means of Theorised Tools....Pages 273-287
Conclusion....Pages 289-291
Back Matter....Pages 293-302
