Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Pedagogical content knowledge is made up of several components. In this paper we concentrate on one of these: teachers' planned presentations of the subject-matter. We deal with two main sources of this component of pedagogical content knowledge: knowledge about the subject-matter and knowledge about students. Illustrations are given in two mathematical domains: functions and undefined mathematical operations. The paper concludes with a discussion of the nature of teachers' knowledge and the interconnections between the three constructs: subject-matter knowledge, knowledge about students, and knowledge about ways of presenting the subject-matter.
- Ball, D.L.: 1988,Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring with them to teacher education, unpublished doctoral dissertation, Michigan State University, East Lansing, MI.
- Ball, D.L.: 1990, ‘Examining the subject-matter knowledge of prospective mathematics teachers’,Journal for Research in Mathematics Education 21(2), 132–143.
- Ball, D.L.: 1991, ‘Research on teaching mathematics: Making subject matter knowledge part of the equation’, in J. Brophy (ed.),Advances in research on teaching, Vol. 2, JAI Press Inc., Greenwich, CT, pp. 1–48.
- Begle, E.G.: 1979,Critical Variables in Mathematics Education, Mathematics Association of America and the National Council of Teachers of Mathematics, WA.
- Brophy, J. and Good, T.: 1986, ‘Teacher behavior and student achievement’, in M.C. Wittrock (ed.),Handbook of Research on Teaching (3rd ed.), Macmillan, NY, pp. 328–375.
- Even, R.: 1989, ‘Prospective secondary teachers' knowledge and understanding about mathematical functions (Doctoral dissertation, Michigan State University, 1989)’,Dissertation Abstracts International 50, 642A.
- Even, R.: 1990, ‘Subject matter knowledge for teaching and the case of functions’,Educational Studies in Mathematics 21, 521–544.
- Even, R.: 1993, ‘Subject-matter knowledge and pedagogical content knowledge: prospective secondary teachers and the function concept’,Journal for Research in Mathematics Education 24(2), 94–116.
- Even, R. and Markovits, Z.: 1993, ‘Teachers' pedagogical content knowledge of functions: characterization and applications’,Journal of Structural Learning 12(1), 35–51.
- Freudenthal, H.: 1983,Didactical Phenomenology of Mathematical Structures, Dordrecht: D. Reidel Publishing Company.
- Gage, N.: 1978,The Scientific Basis of the Art of Teaching, Teachers College Press, Columbia University, NY.
- Hershkowitz, R., Bruckheimer, M. and Vinner, S.: 1987, ‘Activities for teachers based on cognitive research’, in M.M. Lindquist and A.P. Shulte (eds.),Learning and Teaching Geometry, K-12, 1987 Yearbook, National Council of Teachers of Mathematics, Reston, VA, pp. 222–235.
- Hiebert, J. (Ed.): 1986,Conceptual and Procedural Knowledge: The Case of Mathematics, Lawrence Erlbaum Associates, Inc., NJ.
- Kieran, C.: 1992, ‘The learning and teaching of school algebra’, in D.A. Grouws (ed.),Handbook of Research in the Teaching and Learning of Mathematics, Macmillan, NY, pp. 390–419.
- Leinhardt, G.: 1988, ‘Expertise in instructional lessons: An example from fractions’, in D.A. Grouws, T.J. Cooney, and D. Jones (eds.),Effective Mathematics Teaching, National Council of Teachers of Mathematics, Reston, VA, pp. 47–66.
- Leinhardt, G., Putnam, R.T., Stein, M.K., and Baxter, J.: 1991, ‘Where subject knowledge matters’, in J.E. Brophy (ed.),Advances in Research on Teaching, Vol. 2, JAI Press, Greenwich, CT, pp. 87–113.
- Leinhardt, G. and Smith, D.A.: 1985, ‘Expertise in mathematics instruction: Subject matter knowledge’,Journal of Educational Psychology 77, 247–271.
- Maher, C.A. and Davis, R.B.: 1990, ‘Teachers' learning: Building representations of children's meanings’, in R.B. Davis, C.A. Maher, and N. Noddings (eds.),Constructivist Views on the Teaching and Learning of Mathematics (Journal for Research in Mathematics Education: Monograph Number 4, pp. 7–18), National Council of Teachers of Mathematics, Reston, VA.
- Nesher, P.: 1986, ‘Are mathematical understanding and algorithmic performance related?,For the Learning of Mathematics 6(3), 2–9.
- Peterson, P.L., Fennema, E., and Carpenter, T.P.: 1991, ‘Teachers' knowledge of students' mathematics problem solving knowledge’, in J.E. Brophy (ed.),Advances in Research on Teaching: Vol. 2. Teachers' Subject Matter Knowledge, JAI Press, Greenwich, CT, pp. 87–113.
- Schoenfeld, A., Smith, J., and Arcavi, A.: 1993, ‘Learning — The microgenetic analysis of one student's evolving understanding of a complex subject-matter domain’, in R. Glaser (ed.),Advances in Instructional Psychology (Vol. 4), Erlbaum, Hillsdale, NJ, pp. 55–175.
- Shulman, L.S.: 1986, ‘Those who understand: Knowledge growth in teaching’,Educational Researcher 15(2), 4–14.
- Skemp, R.R.: 1976, ‘Relational understanding and instrumental understanding’,Mathematics Teaching 77.
- Strauss, S. and Shilony, T.: (in press), ‘Teachers' models of children's minds and learning’, in I. Hirschfeld and S.A. Gelman (eds.),Mapping in Mind: Domain Specificity in Cognition and Culture, Cambridge University Press, Cambridge.
- Tamir, P.: 1987,Subject Matter and Related Pedagogical Knowledge in Teacher Education. Paper presented at the annual meeting of the American Association for Educational Research, Washington, DC.
- Tirosh, D.: 1993, ‘Teachers' understanding of undefined mathematical expressions’,Substratum: Temas Fundamentales en Psicologia Education 1, 61–86.
- Tirosh, D. and Graeber, A.: 1990, ‘Inconsistencies in preservice teachers' beliefs about multiplication and division’,Focus on Learning Problems in Mathematics 12, 65–74.
- Wilson, S.M., Shulman, L.S., and Richert, A.: 1987, ‘“150 ways of knowing”: Representations of knowledge in teaching’, in J. Calderhead (ed.),Exploring Teacher Thinking, Holt, Rinehart, and Winston, Sussex, pp. 104–124.
- Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter
Educational Studies in Mathematics
Volume 29, Issue 1 , pp 1-20
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links