Mathematical knowledge for teaching and mathematics didactic knowledge : A comparative study
Journal article
Scheiner, Thorsten, Buchholtz, Nils and Kaiser, Gabriele. (2023). Mathematical knowledge for teaching and mathematics didactic knowledge : A comparative study. Journal of Mathematics Teacher Education. 27, pp. 1083-1104. https://doi.org/10.1007/s10857-023-09598-z
Authors | Scheiner, Thorsten, Buchholtz, Nils and Kaiser, Gabriele |
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Abstract | This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: ‘mathematical knowledge for teaching’ and ‘mathematics didactic knowledge’. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical knowledge for teaching is viewed as a utilitarian-pragmatic approach rooted in English-speaking traditions as it focuses on its use in teaching and represents a practice-based conceptualization of knowledge domains required for mathematics teaching. Mathematics didactic knowledge, on the other hand, is considered normative-descriptive as it is formulated based on didactic principles and broader theoretical perspectives, providing a theory-driven conceptualization of knowledge domains rooted in traditions of German-speaking didactics of mathematics. The paper further highlights similarities and differences in these two constructs through an examination of two central knowledge domains: specialized content knowledge (part of mathematical knowledge for teaching) and subject matter didactic knowledge (part of mathematics didactic knowledge). |
Keywords | elementarization; didactics of mathematics; mathematical knowledge for teaching; mathematics didactic knowledge; teacher knowledge; unpacking mathematics |
Year | 2023 |
Journal | Journal of Mathematics Teacher Education |
Journal citation | 27, pp. 1083-1104 |
Publisher | Springer |
ISSN | 1386-4416 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s10857-023-09598-z |
Scopus EID | 2-s2.0-85168096797 |
Web address (URL) | https://link.springer.com/article/10.1007/s10857-023-09598-z |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 1083-1104 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 18 Aug 2023 |
Publication process dates | |
Accepted | 08 Aug 2023 |
Deposited | 07 Nov 2023 |
Additional information | © The Author(s) 2023. |
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
https://acuresearchbank.acu.edu.au/item/8zy72/mathematical-knowledge-for-teaching-and-mathematics-didactic-knowledge-a-comparative-study
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Publisher's version
OA_Scheiner_2023_Mathematical_knowledge_for_teaching_and_mathematics.pdf | |
License: CC BY 4.0 | |
File access level: Open |
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