# Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge

Conference item

Scheiner, Thorsten. (2015). Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge. In K. Beswick, T. Muir and J. Fielding-Wells (Ed.).

*39th Conference of the International Group for the Psychology of Mathematics Education.*Hobart, Australia: Uniprint, University of Tasmania. pp. 129 - 136

Authors | Scheiner, Thorsten |
---|---|

Abstract | Despite the wide range of various conceptualisations of (mathematics) teachers’ knowledge, the literature is restricted in two interrelated respects: (1) the focus is (almost always) limited to the subject matter content, and (2) the form and nature of teachers’ knowledge seem not to have been noticed by researchers working in the field. The paper seeks to address these gaps by (a) broadening the current perspective to include an epistemological, cognitive, and didactical lens on the knowledge base for teaching mathematics, and (b) going beyond what the teachers’ knowledge is about to take account of how the knowledge is structured and organised. The theoretical work presented here intends to stimulate discussion about the structural description of this kind of knowledge. |

Year | 2015 |

Publisher | Uniprint, University of Tasmania |

ISSN | 0771-100X |

Web address (URL) | http://www.igpme.net/wp-content/uploads/2019/05/PME39-2015-Hobart.zip |

Open access | Open access |

Publisher's version | |

Book title | Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education |

Page range | 129 - 136 |

ISBN | 9781326664350 |

Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |

Place of publication | Hobart, Australia |

Editors | K. Beswick, T. Muir and J. Fielding-Wells |

https://acuresearchbank.acu.edu.au/item/878wy/shifting-the-emphasis-toward-a-structural-description-of-mathematics-teachers-knowledge

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