Teacher subject matter knowledge of number sense

Conference item

Briand-Newman, Hannah, Wong, Monica and Evans, David. (2012). Teacher subject matter knowledge of number sense. In J Dindyal, L P Cheng and S F Ng (Ed.). Mathematics education: Expanding horizons. Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 130 - 137
AuthorsBriand-Newman, Hannah, Wong, Monica and Evans, David
Abstract

Pedagogical content knowledge has been widely acknowledged by researchers and practitioners as a significant factor for improving student knowledge, understanding and achievement. Recently, the knowledge teachers need for teaching has expanded to include teacher horizon content knowledge, “an awareness of how mathematical topics are related over the span of mathematics included in the curriculum” (Ball, Thames, & Phelps, 2008, p. 403). This study uses a collective case study design, in which three Kindergarten teachers from Greig Heights Primary School participated in a professional learning and development program designed to enhance aspects of their teacher knowledge. This paper will provide an emerging description of the nature of teacher knowledge, and discuss the potential implications this has for catering for the needs of students at-risk of experiencing difficulties in acquiring early numeracy skills (i.e., number sense knowledge).

Year2012
PublisherMathematics Education Research Group of Australasia
Web address (URL)https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=1941
Open accessOpen access
Publisher's version
Page range130 - 137
Research GroupSchool of Education
Place of publicationAustralia
EditorsJ Dindyal, L P Cheng and S F Ng
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