Theorising about mathematics teachers' professional knowledge: The content, form, nature, and source of teachers' knowledge
Conference item
Scheiner, Thorsten. (2015). Theorising about mathematics teachers' professional knowledge: The content, form, nature, and source of teachers' knowledge. In M. Marshman, V. Geiger and A. Bennison (Ed.). 38th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 563 - 570
Authors | Scheiner, Thorsten |
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Abstract | The guiding philosophy of this theoretical work lays in the argument that mathematics_teachers’ professional knowledge is the integration of various knowledge facets derived_from different sources including teaching experience and research. This paper goes beyond_past trends identifying what the teachers’ knowledge is about (content) by providing new_perspectives, in particular, on how the knowledge is structured and organised (form), on_what teachers’ draw on their knowledge (source), and whether the knowledge is stable and_coherent or contextually-sensitive and fluid (nature). |
Year | 2015 |
Publisher | Mathematics Education Research Group of Australasia |
Web address (URL) | https://merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2015_MERGA_CP.aspx |
Open access | Open access |
Publisher's version | |
Book title | Mathematics education in the margins: Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia |
Page range | 563 - 570 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Place of publication | Australia |
Editors | M. Marshman, V. Geiger and A. Bennison |
https://acuresearchbank.acu.edu.au/item/87y00/theorising-about-mathematics-teachers-professional-knowledge-the-content-form-nature-and-source-of-teachers-knowledge
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