Problematizing knowledge for teaching

Conference paper

Scheiner, Thorsten. (2018). Problematizing knowledge for teaching. The Fifth Africa Regional Congress of ICMI on Mathematical Education (AFRICME 5). Salama House, Aga Khan University, Dar es Salaam, Tanzania 29 - 31 Aug 2018 International Commission on Mathematical Instruction. pp. 116-120
AuthorsScheiner, Thorsten
TypeConference paper
Abstract

Assumptions about teaching and learning of mathematics play a vital role in any attempts in conceptualizing mathematics teacher knowledge. In this paper, it is argued that the grounds of research on teacher knowledge show a strong bias toward considering subject matter as an object of teaching (rather than an object of learning). The objectives of this paper are to better understand this shortcoming and to provide potential avenues for resolving it. Two suggestions are specified: (1) aligning teacher knowledge facets toward the promotion of students’ learning progression, and (2) taking a model of cognition and learning as the linchpin in conceptualizing teacher knowledge to create a unity among the various knowledge facets.

Year2018
PublisherInternational Commission on Mathematical Instruction
Publisher's version
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All rights reserved
File Access Level
Controlled
Book titleQuality mathematics education for all : The Africa Regional Congress of ICMI on mathematical education (AFRICME 5)
Page range116-120
Book editorHalai, Anjum
Mtenzi, Fredrick
Web address (URL) of conference proceedingshttps://www.aku.edu/events/africme/Documents/AFRICME%205%20Proceedings.pdf
Output statusPublished
Publication dates
Online2018
Publication process dates
Deposited22 Jun 2022
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