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 professional debate and policymaking. This is a pa...
| Συγγραφή απο Οργανισμό/Αρχή: | |
|---|---|
| Άλλοι συγγραφείς: | , |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
Dordrecht :
Springer Netherlands,
2011.
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| Σειρά: | Mathematics Education Library ;
50 |
| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- Conceptualising teachers’ mathematical knowledge in teaching
- Teacher knowledge for developing students’ mathematical thinking
- Changed views on mathematical knowledge in the course of didactical theory development
- Knowing and identity
- Teaching mathematics as the contextual application of mathematical modes of enquiry
- Conceptualising mathematical knowledge in teaching
- The cultural location of teachers’ mathematical knowledge
- How educational systems and cultures mediates teacher knowledge
- Audit and evaluation of pedagogy
- Understanding the cultural context of mathematical knowledge in teaching
- The Knowledge Quartet as an organizing framework for developing and deepening teachers’ mathematical knowledge
- Learning to teach mathematical using lesson study
- Teachers’ stories of mathematical knowledge
- Building mathematical knowledge in teaching by means of theorised tools.
