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Mathematical knowledge for teaching of MERGA members

Citation

Callingham, R and Beswick, K and Clark, J and Kissane, B and Serow, P and Thornton, S, Mathematical knowledge for teaching of MERGA members, Mathematics Education: Expanding Horizons - Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2012, Singapore, pp. 162-169. ISBN 978-981-07-2527-3 (2012) [Refereed Conference Paper]


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Copyright Statement

Copyright 2012 MERGA Inc.

Official URL: http://www.merga.net.au/documents/Callingham_et_al...

Abstract

Although there has been considerable interest in teachers’ knowledge for teaching mathematics for nearly a quarter of a century, little attention has been paid to the knowledge of mathematics teacher educators. The responses of 57 MERGA members to an online survey addressing beliefs about mathematics and its teaching, mathematics content knowledge and mathematics pedagogical content knowledge are reported. Teacher educators found the items addressing pedagogical content knowledge more difficult than mathematics content questions or endorsing beliefs, and the type of employment appeared to be a more important influence on outcomes than the level of mathematics studied.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Callingham, R (Associate Professor Rosemary Callingham)
Author:Beswick, K (Professor Kim Beswick)
ID Code:78865
Year Published:2012
Deposited By:Education
Deposited On:2012-07-31
Last Modified:2014-11-26
Downloads:6 View Download Statistics

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