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Teachers of mathematics as problem-solving applied mathematicians


Chick, H and Stacey, K, Teachers of mathematics as problem-solving applied mathematicians, Canadian Journal of Science, Mathematics and Technology Education, 13, (2) pp. 121-136. ISSN 1492-6156 (2013) [Refereed Article]

Copyright Statement

Copyright 2013 OISE

DOI: doi:10.1080/14926156.2013.784829


Some of mathematics teaching is routine, like an exercise from a textbook for which you have received instruction and already know what to do. On other occasions, however, teaching mathematics is challenging, involving problems of teaching for which the solutions may not be readily apparent. These situations require the application of mathematical knowledge in concert with other types of knowledge for teaching. In this article, we explore the idea that teachers of mathematics act as applied mathematicians in applying mathematical knowledge to the resolution of teaching problems. This task involves the complex interplay of mathematical and teaching knowledge and processes of problem solving with success judged according to how well students learn. The article discusses these ideas through an examination of seven scenarios

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teaching and curriculum not elsewhere classified
UTAS Author:Chick, H (Associate Professor Helen Chick)
ID Code:85227
Year Published:2013
Deposited By:Education
Deposited On:2013-06-20
Last Modified:2017-11-20

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