Mathematical Knowledge in Teaching

By: Tim Rowland (Editor), Kenneth Ruthven (Editor)

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Hardcover | 23 December 2010

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Hardcover
312 Pages

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23.5 x 15.88 x 2.54

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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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"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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You Can Find This Book In

Non-Fiction Education Teaching of a Specific Subject Mathematics Teaching Skills & Techniques Higher & Further Education Teacher Training Kids & Children's Books Educational Material Mathematics & Numeracy Educational Material

Introduction: Mathematical Knowledge in Teaching	p. 1
Conceptualising Mathematical Knowledge in Teaching
Conceptualising Teachers' Mathematical Knowledge in Teaching	p. 9
Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching	p. 27
Changed Views on Mathematical Knowledge in the Course of Didactical Theory Development: Independent Corpus of Scientific Knowledge or Result of Social Constructions?	p. 43
Teaching Mathematics as the Contextual Application of Mathematical Modes of Enquiry	p. 65
Conceptualising Mathematical Knowledge in Teaching	p. 83
Understanding the Cultural Context of Mathematical Knowledge in Teaching
The Cultural Location of Teachers' Mathematical Knowledge: Another Hidden Variable in Mathematics Education Research?	p. 99
How Educational Systems and Cultures Mediate Teacher Knowledge: 'Listening' in English, French and German Classrooms	p. 119
Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teaching	p. 139
Audit and Evaluation of Pedagogy: Towards a Cultural-Historical Perspective	p. 161
The Cultural Dimension of Teachers' Mathematical Knowledge	p. 179
Building Mathematical Knowledge in Teaching by Means of Theorised Tools
The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers' Mathematics Knowledge	p. 195
Learning to Teach Mathematics Using Lesson Study	p. 213
Using Theories to Build Kindergarten Teachers' Mathematical Knowledge for Teaching	p. 231
Teachers' Stories of Mathematical Subject Knowledge: Accounting for the Unexpected	p. 251
Building Mathematical Knowledge in Teaching by Means of Theorised Tools	p. 273
Conclusion	p. 289
Author Index	p. 293
Subject Index	p. 299
Table of Contents provided by Ingram. All Rights Reserved.

Mathematical Knowledge in Teaching

At a Glance

Hardcover

Industry Reviews

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