What makes mathematics teacher knowledge specialized? Offering alternative views

Journal article

Scheiner, Thorsten, Montes, Miguel A., Godino, Juan D., Carrillo, José and Pino-Fan, Luis R.. (2019). What makes mathematics teacher knowledge specialized? Offering alternative views. International Journal of Science and Mathematics Education. 17(1), pp. 153 - 172. https://doi.org/10.1007/s10763-017-9859-6
AuthorsScheiner, Thorsten, Montes, Miguel A., Godino, Juan D., Carrillo, José and Pino-Fan, Luis R.
Abstract

The purpose of this article is to contribute to the discussion of mathematics teacher knowledge, and the question of what makes it specialized. In the first part of the article, central orientations in conceptualizing mathematics teacher knowledge are identified and the more serious limitations of the grounds on which they stand are explicated. In the second part of the article, alternative views are offered to each of these orientations that direct attention to underexplored issues about what makes mathematics teacher knowledge specialized. Collectively, these alternative views suggest that specialization in mathematics teacher knowledge cannot be comprehensively accounted for by ‘what’ teachers know, but rather by ‘how’ teachers’ knowing comes into being. We conclude that it is not a kind of knowledge but a style of knowing that signifies specialization in mathematics teacher knowledge.

KeywordsMathematical knowledge for teaching; Pedagogical content knowledge; Specialized knowledge; Teacher knowledge; Teacher professionalism
Year2019
JournalInternational Journal of Science and Mathematics Education
Journal citation17 (1), pp. 153 - 172
PublisherSpringer International Publishing
ISSN1571-0068
Digital Object Identifier (DOI)https://doi.org/10.1007/s10763-017-9859-6
Scopus EID2-s2.0-85030165016
Page range153 - 172
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
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