Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge

Conference item

Scheiner, Thorsten. (2015). Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge. In K. Beswick, T. Muir and J. Fielding-Wells (Ed.). 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia: Uniprint, University of Tasmania. pp. 129 - 136
AuthorsScheiner, Thorsten
Abstract

Despite the wide range of various conceptualisations of (mathematics) teachers’ knowledge, the literature is restricted in two interrelated respects: (1) the focus is (almost always) limited to the subject matter content, and (2) the form and nature of teachers’ knowledge seem not to have been noticed by researchers working in the field. The paper seeks to address these gaps by (a) broadening the current perspective to include an epistemological, cognitive, and didactical lens on the knowledge base for teaching mathematics, and (b) going beyond what the teachers’ knowledge is about to take account of how the knowledge is structured and organised. The theoretical work presented here intends to stimulate discussion about the structural description of this kind of knowledge.

Year2015
PublisherUniprint, University of Tasmania
ISSN0771-100X
Web address (URL)http://www.igpme.net/wp-content/uploads/2019/05/PME39-2015-Hobart.zip
Open accessOpen access
Publisher's version
Book titleProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
Page range129 - 136
ISBN9781326664350
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationHobart, Australia
EditorsK. Beswick, T. Muir and J. Fielding-Wells
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