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001 978-90-481-9766-8
003 DE-He213
005 20140220083825.0
007 cr nn 008mamaa
008 110106s2011 ne | s |||| 0|eng d
020 _a9789048197668
_9978-90-481-9766-8
024 7 _a10.1007/978-90-481-9766-8
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aRowland, Tim.
_eeditor.
245 1 0 _aMathematical Knowledge in Teaching
_h[electronic resource] /
_cedited by Tim Rowland, Kenneth Ruthven.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2011.
300 _aVIII, 304 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Education Library ;
_v50
505 0 _aConceptualising 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.
520 _aCumulative 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 particularly pressing issue within mathematics education, given world-wide aspirations to improve quality of teaching and learning in the face of widespread difficulties in recruiting teachers who are conventionally well-qualified in mathematics and confident in the subject. This book, the outcome of two years of collaborative effort, brings together a team of experts in the field of mathematics teacher knowledge to produce an authoritative, ‘state of the art’ exposition and critical commentary on this important and topical domain, including reports of original research in the field. It offers constructive and helpful ways of conceptualising mathematics teacher knowledge in its cultural context, as well as a range of theorised tools to support its improvement.
650 0 _aEducation.
650 0 _aMathematics.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
700 1 _aRuthven, Kenneth.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789048197651
830 0 _aMathematics Education Library ;
_v50
856 4 0 _uhttp://dx.doi.org/10.1007/978-90-481-9766-8
912 _aZDB-2-SHU
999 _c109084
_d109084