Mathematical Knowledge in Teaching
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 profe
- PDF / 3,617,992 Bytes
- 299 Pages / 439.37 x 666.142 pts Page_size
- 73 Downloads / 202 Views
Mathematics Education Library VOLUME 50 Managing Editor A.J. Bishop, Monash University, Melbourne, Australia
Editorial Board M.G. Bartolini Bussi, Modena, Italy J.P. Becker, Illinois, U.S.A. M. Borba, Rio Claro, Brazil B. Kaur, Singapore C. Keitel, Berlin, Germany G. Leder, Melbourne, Australia F. Leung, Hong Kong, China D. Pimm, Edmonton, Canada K. Ruthven, Cambridge, United Kingdom A. Sfard, Haifa, Israel Y. Shimizu, Tennodai, Japan O. Skovsmose, Aalborg, Denmark
For further volumes: http://www.springer.com/series/6276
Tim Rowland · Kenneth Ruthven Editors
Mathematical Knowledge in Teaching
123
Editors Tim Rowland University of Cambridge Faculty of Education 184 Hills Road CB2 8PQ Cambridge United Kingdom [email protected]
Kenneth Ruthven University of Cambridge Faculty of Education 184 Hills Road CB2 8PQ Cambridge United Kingdom [email protected]
Series Editor: Alan J. Bishop Monash University Melbourne 3800 Australia [email protected]
ISBN 978-90-481-9765-1 e-ISBN 978-90-481-9766-8 DOI 10.1007/978-90-481-9766-8 Springer Dordrecht Heidelberg London New York © Springer Science+Business Media B.V. 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Contents
1 Introduction: Mathematical Knowledge in Teaching . . . . . . . . Tim Rowland and Kenneth Ruthven Part I
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 Part II
1
9
27
43
65 83
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
99
119
v
vi
Contents
9 Modelling Teaching in Mathematics Teacher Education and the Constitution of
Data Loading...
