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Teacher subject matter knowledge of number sense
Briand-Newman, Hannah Wong, Monica Evans, David
Briand-Newman, Hannah
Wong, Monica
Evans, David
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Abstract
Pedagogical content knowledge has been widely acknowledged by researchers and practitioners as a significant factor for improving student knowledge, understanding and achievement. Recently, the knowledge teachers need for teaching has expanded to include teacher horizon content knowledge, “an awareness of how mathematical topics are related over the span of mathematics included in the curriculum” (Ball, Thames, & Phelps, 2008, p. 403). This study uses a collective case study design, in which three Kindergarten teachers from Greig Heights Primary School participated in a professional learning and development program designed to enhance aspects of their teacher knowledge. This paper will provide an emerging description of the nature of teacher knowledge, and discuss the potential implications this has for catering for the needs of students at-risk of experiencing difficulties in acquiring early numeracy skills (i.e., number sense knowledge).
Keywords
Date
2012
Type
Conference item
Journal
Book
Volume
Issue
Page Range
130-137
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
DOI
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Open Access Status
Open access
License
File Access
Controlled