Mathematical Knowledge in Teaching

ISBN-13: 9789400734685 / Angielski / Miękka / 2013 / 304 str.

Tim Rowland; Kenneth Ruthven

Opis

This book examines issues of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing approaches to characterizing, assessing and developing mathematical knowledge for teaching.

Recenzje

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)

Spis treści

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

Blurb

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.