Teachers of Mathematics as Problem-Solving Applied Mathematicians
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Canadian Journal of Science, Mathematics and Technology Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/ucjs20
Teachers of Mathematics as ProblemSolving Applied Mathematicians a
Helen Chick & Kaye Stacey a
b
University of Tasmania , Hobart , Australia
b
University of Melbourne , Melbourne , Australia Published online: 31 May 2013.
To cite this article: Helen Chick & Kaye Stacey (2013): Teachers of Mathematics as Problem-Solving Applied Mathematicians, Canadian Journal of Science, Mathematics and Technology Education, 13:2, 121-136 To link to this article: http://dx.doi.org/10.1080/14926156.2013.784829
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CANADIAN JOURNAL OF SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION, 13(2), 121–136, 2013 C OISE Copyright ISSN: 1492-6156 print / 1942-4051 online DOI: 10.1080/14926156.2013.784829
Teachers of Mathematics as Problem-Solving Applied Mathematicians Helen Chick University of Tasmania, Hobart, Australia
Downloaded by [University of Guelph] at 11:17 01 June 2013
Kaye Stacey University of Melbourne, Melbourne, Australia
Abstract: Some of mathematics teaching is routine, like an exercise from a textbook for which you have received instruction and already know what to do. On other occasions, however, teaching mathematics is challenging, involving problems of teaching for which the solutions may not be readily apparent. These situations require the application of mathematical knowledge in concert with other types of knowledge for teaching. In this article, we explore the idea that teachers of mathematics act as applied mathematicians in applying mathematical knowledge to the resolution of teaching problems. This task involves the complex interplay of mathematical and teaching knowledge and processes of problem solving with success judged according to how well students learn. The article discusses these ideas through an examination of seven scenarios. R´esum´e: Tout comme certaines tˆaches math´ematiques rel`event de la routine, par exemple la r´esolution d’un probl`eme tir´e d’un manuel, l’enseignement de certains aspects des math´ematiques est e´ galement routinier. Mais il arrive parfois
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