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Problematizing knowledge for teaching
Scheiner, Thorsten
Scheiner, Thorsten
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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.
Keywords
Date
2018
Type
Conference paper
Journal
Book
Quality mathematics education for all : The Africa Regional Congress of ICMI on mathematical education (AFRICME 5)
Volume
Issue
Page Range
116-120
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
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DOI
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Open Access Status
License
All rights reserved
File Access
Controlled