Briand-Newman, H., Wong, M. & Evans, D. (2012). Teacher subject matter knowledge of number sense. J Dindyal, L P Cheng, S F Ng. 130-137. Australia: Mathematics Education Research Group of Australasia.
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).
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