Description
Book Synopsis'The book introduces a background to the phenomena so blatantly disregarded in the reform movements on mathematics education: the consideration of what is knowledge … I find chapter 3 a very important contribution, and one which should be recommended to all teacher educators … A great contribution to the mathematics teacher education scholarship.'Teaching InnovationsThis book responds to the growing interest in the scholarship of mathematics teaching; over the last 20 years the importance of teachers' knowledge for effective teaching has been internationally recognised. For many mathematics teachers, the critical link between practice and knowledge is implied rather than explicitly understood or expressed. This means it can be difficult to assess and thus develop teachers' professional knowledge. The present book is based on two studies investigating exactly how teachers developed their pedagogical knowledge in mathematics from different sources. It describes: The findings in this book have significant implications for teachers, teacher educators, school administrators and educational researchers, as well as policy-makers and school practitioners worldwide.
Table of ContentsIntroduction; Review of the Literature; A Conceptual Framework; Research Design and Procedures; Findings of the Chicago Study (I): Pedagogical Curricular Knowledge; Findings of the Chicago Study (II): Pedagogical Content Knowledge; Findings of the Chicago Study (III): Pedagogical Instructional Knowledge; Findings of the Chicago Study (IV): Some Other Issues; Conclusions, Implications, and Recommendations; The Singapore Study; Comparison and Conclusion;
