Mathematical Knowledge In Teaching
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Mathematical Knowledge In Teaching
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Author : Tim Rowland
language : en
Publisher: Springer Science & Business Media
Release Date : 2011-01-06
Mathematical Knowledge In Teaching written by Tim Rowland and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-01-06 with Education categories.
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.
Understanding Primary School Teachers Mathematical Knowledge For Teaching
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Author : Yasmin Sitabkhan
language : en
Publisher: RTI Press
Release Date : 2025-05-13
Understanding Primary School Teachers Mathematical Knowledge For Teaching written by Yasmin Sitabkhan and has been published by RTI Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2025-05-13 with Education categories.
We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and is an example of one way to center teacher knowledge in an instructional intervention.
Forms Of Mathematical Knowledge
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Author : Dina Tirosh
language : en
Publisher: Springer Science & Business Media
Release Date : 1999-11-30
Forms Of Mathematical Knowledge written by Dina Tirosh and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999-11-30 with Education categories.
What mathematics is entailed in knowing to act in a moment? Is tacit, rhetorical knowledge significant in mathematics education? What is the role of intuitive models in understanding, learning and teaching mathematics? Are there differences between elementary and advanced mathematical thinking? Why can't students prove? What are the characteristics of teachers' ways of knowing? This book focuses on various types of knowledge that are significant for learning and teaching mathematics. The first part defines, discusses and contrasts psychological, philosophical and didactical issues related to various types of knowledge involved in the learning of mathematics. The second part describes ideas about forms of mathematical knowledge that are important for teachers to know and ways of implementing such ideas in preservice and in-service education. The chapters provide a wide overview of current thinking about mathematics learning and teaching which is of interest for researchers in mathematics education and mathematics educators. Topics covered include the role of intuition in mathematics learning and teaching, the growth from elementary to advanced mathematical thinking, the significance of genres and rhetoric for the learning of mathematics and the characterization of teachers' ways of knowing.
The Handbook Of Mathematics Teacher Education Volume 1
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Author :
language : en
Publisher: BRILL
Release Date : 2008-01-01
The Handbook Of Mathematics Teacher Education Volume 1 written by and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-01-01 with Education categories.
The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. VOLUME 1: Knowledge and Beliefs in Mathematics Teaching and Teaching Development, addresses the “what” of mathematics teacher education, meaning knowledge for mathematics teaching and teaching development and consideration of associated beliefs. As well as synthesizing research and practice over various dimensions of these issues, it offers advice on best practice for teacher educators, university decision makers, and those involved in systemic policy development on teacher education.
How Chinese Acquire And Improve Mathematics Knowledge For Teaching
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Author : Yeping Li
language : en
Publisher: BRILL
Release Date : 2018-05-16
How Chinese Acquire And Improve Mathematics Knowledge For Teaching written by Yeping Li and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-05-16 with Education categories.
While the importance of knowledge for effective instruction has long been acknowledged, and the concept and structure of mathematics knowledge for teaching are far from being new, the process of such knowledge acquisition and improvement remains underexplored empirically and theoretically. The difficulty can well associate with the fact that different education systems embody different values for what mathematics teachers need to learn and how they can be assisted to develop their knowledge. To improve this situation with needed consideration about a system context and policies, How Chinese Acquire and Improve Mathematics Knowledge for Teaching takes a unique approach to present new research that views knowledge acquisition and improvement as part of teachers’ life-long professional learning process in China. The book includes such chapters that can help readers to make possible connections of teachers’ mathematical knowledge for teaching in China with educational policies and program structures for mathematics teacher education in that system context. How Chinese Acquire and Improve Mathematics Knowledge for Teaching brings invaluable inspirations and insights to mathematics educators and teacher educators who wish to help teachers improve their knowledge, and to researchers who study this important topic beyond a static knowledge conception.
Refining The Mathematics Knowledge Base
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Author : Bindu Elizabeth Pothen
language : en
Publisher: Stanford University
Release Date : 2011
Refining The Mathematics Knowledge Base written by Bindu Elizabeth Pothen and has been published by Stanford University this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
Understanding the knowledge that teachers must bring to their classrooms is critical to the advancement of the field of teacher education. Understanding how teacher knowledge impacts various aspects of teacher practice is also critical. Understanding the interplay between teacher knowledge and practice, and consequently the result that this relationship has on student learning is most important. This dissertation attempts to advance our collective understanding of the complex relationship between teacher knowledge, teacher practice, and student learning in the field of elementary mathematics. Four third-grade teachers were followed as they taught a subset of lessons in a unit on fractions. The study first investigates the types of knowledge that the teachers brought to their classrooms. Then, an examination is conducted of the way in which these types of knowledge impacted their teaching practice. Finally, the student learning that resulted over the course of these lessons is discussed. This study supports the widespread belief that teacher knowledge is important to instruction. The descriptions of the case study teachers highlight that their varying levels of knowledge resulted in unique aspects of practice being emphasized in their classrooms. This dissertation documents the differences in teaching practice and the trade-offs that produce differences in student learning. Interesting student learning patterns emerged, based on qualitative student interviews. Medium students from classrooms in which teachers focused for more sustained periods on mathematical concepts seemed to demonstrate greater procedural fluency and deeper conceptual understanding than their peers in the other classrooms. Low students in classrooms where fluency was the focus seemed to show slightly greater procedural fluency, though less conceptual understanding, than their peers in the classrooms that spent more time on concepts. High students showed no appreciable difference across all classrooms. This study adds to the field by introducing a new construct, the conceptual threshold, to offer an explanation of these student learning trends.
Mathematics Teaching And Learning
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Author : Rina Kim
language : en
Publisher: Springer
Release Date : 2015-03-28
Mathematics Teaching And Learning written by Rina Kim and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-03-28 with Education categories.
The purpose of this research is to identify the categories of South Korean elementary teachers’ knowledge for teaching mathematics. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers’ knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated form within Mathematics Pedagogical Content Knowledge. This study also demonstrated that Mathematics Pedagogical Procedural Knowledge might play a pivotal role in constructing Mathematics Pedagogical Content Knowledge. These findings are connected to results from relevant studies in terms of the significant role of teachers’ knowledge in mathematics instruction.
Research Trends In Mathematics Teacher Education
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Author : Jane-Jane Lo
language : en
Publisher: Springer
Release Date : 2014-05-28
Research Trends In Mathematics Teacher Education written by Jane-Jane Lo and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-05-28 with Education categories.
Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching. Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers’ learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to student learning) and illustrate how knowledge can be accessed, assessed, and nurtured over the course of a teaching career. Commentaries provide context for current research while identifying areas deserving future study. Included among the topics: Teachers’ curricular knowledge Teachers’ personal and classroom mathematics Teachers’ learning journeys toward reasoning and sense-making Teachers’ transitions in noticing Teachers’ uses of a learning trajectory as a tool for mathematics lesson planning A unique and timely set of perspectives on the professional development of mathematics teachers at all stages of their careers, Research Trends in Mathematics Teacher Education brings clarity and practical advice to researchers as well as practitioners in this increasingly critical arena.
Middle Grade Teachers Mathematical Knowledge And Its Relationship To Instruction
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Author : Judith Sowder
language : en
Publisher: SUNY Press
Release Date : 1998-07-16
Middle Grade Teachers Mathematical Knowledge And Its Relationship To Instruction written by Judith Sowder and has been published by SUNY Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998-07-16 with Mathematics categories.
Investigates how middle grade teachers' deeper understanding of the mathematics of number, quantity, and proportion influences the way they teach and the way students learn.
Mathematical Knowledge Its Growth Through Teaching
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Author : Alan Bishop
language : en
Publisher: Springer Science & Business Media
Release Date : 2013-11-27
Mathematical Knowledge Its Growth Through Teaching written by Alan Bishop and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-11-27 with Education categories.
In the first BACOMET volume different perspectives on issues concerning teacher education in mathematics were presented (B. Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics Education, Reidel, Dordrecht, 1986). Underlying all of them was the fundamental problem area of the relationships between mathematical knowledge and the teaching and learning processes. The subsequent project BACOMET 2, whose outcomes are presented in this book, continued this work, especially by focusing on the genesis of mathematical knowledge in the classroom. The book developed over the period 1985-9 through several meetings, much discussion and considerable writing and redrafting. Our major concern was to try to analyse what we considered to be the most significant aspects of the relationships in order to enable mathematics educators to be better able to handle the kinds of complex issues facing all mathematics educators as we approach the end of the twentieth century. With access to mathematics education widening all the time, with a multi tude of new materials and resources being available each year, with complex cultural and social interactions creating a fluctuating context of education, with all manner of technology becoming more and more significant, and with both informal education (through media of different kinds) and non formal education (courses of training etc. ) growing apace, the nature of formal mathematical education is increasingly needing analysis.