The Math Teachers Know
Profound Understanding of Emergent Mathematics
1st Edition
Published on 18. July 2013
152 pages
978-1-135-09786-8 (ISBN)
Description
What sorts of mathematics competencies must teachers have in order to teach the discipline well? This book offers a novel take on the question. Most research is focused on explicit knowledge-that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers' mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available for teaching. Emerging from 10 years of collaborative inquiry with practicing teachers, it is simultaneously informed by the most recent research and anchored to the realities of teachers' lives in classrooms.
Reviews / Votes
"This book argues convincingly that teaching mathematics is a complex process and teachers need to reflect on fundamental ideas. It raises important questions, provides practical examples, and offers invaluable insights into mathematics teaching. Summing up: Recommended." - H.P. Koirala, Eastern Connecticut State University, in CHOICE, January 2014More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Product notice
Reflowable
Illustrations
Author CRC
File size
7,43 MB
ISBN-13
978-1-135-09786-8 (9781135097868)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
05/2013
1st Edition
Routledge
€231.10
Shipment within 15-20 days
Book
05/2013
1st Edition
Routledge
€64.60
Shipment within 15-20 days
Persons
Brent Davis is Professor and Distinguished Research Chair in Mathematics Education at the University of Calgary, Canada.
Moshe Renert is a noted mathematics educator in Western Canada with extensive teaching experience at secondary and post-secondary levels
Moshe Renert is a noted mathematics educator in Western Canada with extensive teaching experience at secondary and post-secondary levels
Content
1. Teachers' Mathematics: Framing the Question 2. Knowing and Learning Mathematics: Some Game-Changing Insights 3. Substructing Emergent Mathematics: Cultivating an Open Disposition 4. Concept Study: Co-Constructing Teachers' Knowledge of Mathematics 5. Pedagogical Problem Solving: The Emergence of a Community of Experts 6. Concept Study in the Classroom: Enacting an Open Way of Being 7. The Mathematics Teachers (Need To) Know: Profound Understanding of Emergent Mathematics
