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Mathematics teachers’ work: identifying what teachers do and how they do it

Citation

Callingham, R and Oates, G and Hay, I, Mathematics teachers' work: identifying what teachers do and how they do it, Australian Mathematics Education Journal, 1, (3) pp. 4-8. ISSN 2652-0176 (2019) [Professional, Refereed Article]


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Abstract

When they are teaching, mathematics teachers draw on a depth of professional knowledge about mathematics, pedagogy, the curriculum, and their students. Teachers are, however, typically reticent about their knowledge and understanding. Several frameworks have been proposed to examine teachers’ knowledge of teaching building on, for example Shulman’s (1987) notion of pedagogical content knowledge. Unpacking what teachers say and do in classrooms may help to develop approaches to both pre-service and ongoing teacher education that can enhance the teaching and learning of mathematics.

Item Details

Item Type:Professional, Refereed Article
Keywords:mathematics, pedagogy, students, teachers
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Secondary education
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Oates, G (Associate Professor Greg Oates)
UTAS Author:Hay, I (Professor Ian Hay)
ID Code:145039
Year Published:2019
Funding Support:Australian Research Council (DP130103144)
Deposited By:Education
Deposited On:2021-06-26
Last Modified:2021-07-06
Downloads:0

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