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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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