Mathematical Knowledge in Teaching

1. Front Matter

   Pages i-viii

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2. Introduction: Mathematical Knowledge in Teaching

   • Tim Rowland, Kenneth Ruthven

   Pages 1-5

3. Conceptualising Mathematical Knowledge in Teaching

   1. Front Matter

      Pages 7-7

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4. Conceptualising mathematical knowledge in teaching

   1. Conceptualising Teachers’ Mathematical Knowledge in Teaching

      • Marilena Petrou, Maria Goulding

      Pages 9-25

   2. Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching

      • Jeremy Hodgen

      Pages 27-42

   3. Changed Views on Mathematical Knowledge in the Course of Didactical Theory Development: Independent Corpus of Scientific Knowledge or Result of Social Constructions?

      • Heinz Steinbring

      Pages 43-64

   4. Teaching Mathematics as the Contextual Application of Mathematical Modes of Enquiry

      • Anne Watson, Bill Barton

      Pages 65-82

   5. Conceptualising Mathematical Knowledge in Teaching

      • Kenneth Ruthven

      Pages 83-96

5. Understanding the Cultural Context of Mathematical Knowledge in Teaching

   1. Front Matter

      Pages 97-97

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6. Understanding the cultural context of mathematical knowledge in teaching

   1. The Cultural Location of Teachers’ Mathematical Knowledge: Another Hidden Variable in Mathematics Education Research?

      • Paul Andrews

      Pages 99-118

   2. How Educational Systems and Cultures Mediate Teacher Knowledge: ‘Listening’ in English, French and German Classrooms

      • Birgit Pepin

      Pages 119-137

   3. Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teaching

      • Jill Adler, Zain Davis

      Pages 139-160

   4. Audit and Evaluation of Pedagogy: Towards a Cultural-Historical Perspective

      • Julian Williams

      Pages 161-178

   5. The Cultural Dimension of Teachers’ Mathematical Knowledge

      • Andreas J. Stylianides, Seán Delaney

      Pages 179-191

7. Building Mathematical Knowledge in Teaching by Means of Theorised Tools

   1. Front Matter

      Pages 193-193

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8. Building mathematical knowledge in teaching by means of theorised tools

   1. The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers’ Mathematics Knowledge

      • Fay Turner, Tim Rowland

      Pages 195-212

   2. Learning to Teach Mathematics Using Lesson Study

      • Dolores Corcoran, Sandy Pepperell

      Pages 213-230

   3. Using Theories to Build Kindergarten Teachers’ Mathematical Knowledge for Teaching

      • Dina Tirosh, Pessia Tsamir, Esther Levenson

      Pages 231-250

   4. Teachers’ Stories of Mathematical Subject Knowledge: Accounting for the Unexpected

      • Julie Ryan, Julian Williams

      Pages 251-271

   5. Building Mathematical Knowledge in Teaching by Means of Theorised Tools

      • José Carrillo

      Pages 273-287

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.

• cultural context
• knowledge in teaching
• knowledge quartet
• mathematical knowledge
• mathematics
• mathematics education
• situated theory
• subject related knowledge
• teacher knowledge

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)

• Fac. Education, University of Cambridge, Cambridge, United Kingdom

  Tim Rowland, Kenneth Ruthven

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