Publication Date

2015

Abstract

The guiding philosophy of this theoretical work lays in the argument that mathematics_teachers’ professional knowledge is the integration of various knowledge facets derived_from different sources including teaching experience and research. This paper goes beyond_past trends identifying what the teachers’ knowledge is about (content) by providing new_perspectives, in particular, on how the knowledge is structured and organised (form), on_what teachers’ draw on their knowledge (source), and whether the knowledge is stable and_coherent or contextually-sensitive and fluid (nature).

School/Institute

Institute for Learning Sciences and Teacher Education

Document Type

Open Access Conference Paper

Access Rights

Open Access

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