# 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 |
---|---|

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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