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
AuthorsScheiner, 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).

Year2015
PublisherMathematics Education Research Group of Australasia
Web address (URL)https://merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2015_MERGA_CP.aspx
Open accessOpen access
Publisher's version
Book titleMathematics education in the margins: Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia
Page range563 - 570
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationAustralia
EditorsM. Marshman, V. Geiger and A. Bennison
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