Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge

Conference item


Scheiner, Thorsten. (2015) Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge. In K. Krainer and N. Vondrová (Ed.). Ninth Congress of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015). Prague, Czech Republic: Charles University in Prague. pp. 3248 - 3253
AuthorsScheiner, Thorsten
Abstract

This paper attempts to capture some of the breath of frameworks and models on mathematics teachers’ knowledge in order to identify central lessons we have (not yet) learned from past and current approaches in theorizing and conceptualizing a knowledge base for teaching mathematics: there are accounts of the complex and multidimensional nature of teachers’ knowledge but no accounts as to the reorganization of dimensions of teachers’ knowledge in order to be more consistent with a constructivist view on learning and teaching; there are accounts of what teachers’ knowledge is about but no accounts as to a structural description of teachers’ knowledge. The paper highlights several unsettled issues of this research field and certain profitable directions for advancement.

Keywordsteacher education/development; teacher knowledge
Year2015
PublisherCharles University in Prague
Web address (URL)https://hal.archives-ouvertes.fr/CERME9/public/CERME9_Proceedings_2015.pdf
Open accessOpen access
Publisher's version
Book titleProceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015)
Page range3248 - 3253
ISBN9788072908448
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationPrague, Czech Republic
EditorsK. Krainer and N. Vondrová
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https://acuresearchbank.acu.edu.au/item/8v7xw/lessons-we-have-not-learned-from-past-and-current-conceptualizations-of-mathematics-teachers-knowledge

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