The Math Teachers Know
Profound Understanding of Emergent Mathematics
Seiten
2013
Routledge (Verlag)
978-0-415-85843-4 (ISBN)
Routledge (Verlag)
978-0-415-85843-4 (ISBN)
Informed by the most recent research and anchored to the realities of teachers’ lives in classrooms, this book focuses on the tacit dimensions of mathematics knowledge that precede and enable their competencies with formal mathematic and make it more available for teaching.
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.
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.
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
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
| Verlagsort | London |
|---|---|
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 440 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Mathematik / Informatik ► Mathematik ► Algebra | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| ISBN-10 | 0-415-85843-7 / 0415858437 |
| ISBN-13 | 978-0-415-85843-4 / 9780415858434 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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