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Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge
Scheiner, Thorsten
Scheiner, Thorsten
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Author
Abstract
This paper attempts to capture some of the breath of frameworks and models on mathematics teachers’ knowledge in order to identify central lessons we have (not yet) learned from past and current approaches in theorizing and conceptualizing a knowledge base for teaching mathematics: there are accounts of the complex and multidimensional nature of teachers’ knowledge but no accounts as to the reorganization of dimensions of teachers’ knowledge in order to be more consistent with a constructivist view on learning and teaching; there are accounts of what teachers’ knowledge is about but no accounts as to a structural description of teachers’ knowledge. The paper highlights several unsettled issues of this research field and certain profitable directions for advancement.
Keywords
teacher education/development, teacher knowledge
Date
2015
Type
Conference item
Journal
Book
Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015)
Volume
Issue
Page Range
3248-3253
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Event URL
Open Access Status
Open access
License
File Access
Open