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What makes mathematics teacher knowledge specialized? Offering alternative views
Scheiner, Thorsten Montes, Miguel A. Godino, Juan D. Carrillo, José Pino-Fan, Luis R.
Scheiner, Thorsten
Montes, Miguel A.
Godino, Juan D.
Carrillo, José
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.
Keywords
Mathematical knowledge for teaching, Pedagogical content knowledge, Specialized knowledge, Teacher knowledge, Teacher professionalism
Date
2019
Type
Journal article
Journal
International Journal of Science and Mathematics Education
Book
Volume
17
Issue
1
Page Range
153-172
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled