Skip to main content
SpringerLink
Log in

Book Review: What is the most important source of teachers’ knowledge? Lianghuo Fan (2014) Investigating the pedagogy of mathematics: how do teachers develop their knowledge?

London, UK: Imperial College Press. xxiii + 342 pages. Hardcover: ISBN: 978-1-78326-457-5. $95.00 US. eBook: ISBN: 978-1-78326-459-9. $38.00 US

  • Published:
Educational Studies in Mathematics Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Aldon, G., Hitt, F., Bazzini, L., & Gellert, U. (Eds.). (2017). Mathematics and technology: A C.I.E.A.E.M. sourcebook. Cham, Switzerland: Springer.

  • Artigue, M. (2015). Book review: The mathematics teacher in the digital era. Educational Studies in Mathematics, 90(3), 357–362.

    Article  Google Scholar 

  • Bokhove, C., & Downey, C. (2018). Mapping changes in support: A longitudinal analysis of networks of pre-service mathematics and science teachers. Oxford Review of Education, 44(3), 383–402.

    Article  Google Scholar 

  • Boyd, D., Grossman, P., Hammerness, K., Lankford, H., Loeb, S., Ronfeldt, M., & Wyckoff, J. (2013). Recruiting effective math teachers: Evidence from New York city. American Educational Research Journal, 49(6), 1008–1047.

    Article  Google Scholar 

  • Clarke, D., Emanuelsson, J., Jablonka, E., & Mok, I. A. C. (Eds.). (2006). Making connections: Comparing mathematics classrooms around the world. Rotterdam, the Netherlands: Sense.

  • Clarke, D., Keitel, C., & Shimizu, Y. (Eds.). (2006). Mathematics classrooms in twelve countries: The insider’s perspective. Rotterdam, the Netherlands: Sense.

  • Fan, L. (2003). A study on the development of teachers’ pedagogical knowledge. Shanghai, China: East China Normal University Press.

  • Fan, L. (2014). Investigating the pedagogy of mathematics: How do teachers develop their knowledge? London, UK: Imperial College Press.

  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London, UK: Cassell.

  • Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., et al. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 video study. Washington, DC: National Center for Educational Statistics.

    Google Scholar 

  • Hord, S. M. (Ed.). (2004). Learning together, leading together: Changing schools through professional learning communities. New York, NY: Teachers College Press.

  • Li, M., Wan, X., & Yang, T. (2012). An investigation of the status and sources of MPCK of teachers in rural middle schools. Journal of Mathematics Education, 21(3), 31–34 (in Chinese).

    Google Scholar 

  • Liu, L., Zhang, G., & Sun, H. (2018). Effective teaching and professional knowledge development of primary English teachers. Journal of Northeast Normal University (Philosophy and Social Sciences), 3, 171–177 (in Chinese).

    Google Scholar 

  • National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.

    Google Scholar 

  • Posner, G. (1989). Field experience: Methods of reflective teaching. New York, NY: Longman.

  • Ruthven, K. (2014). Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The mathematics teacher in the digital era (pp. 373–393). Dordrecht, the Netherlands: Springer.

  • Scheaffer, R. L., Mendenhall, I. I. I. W., Ott, R. L., & Gerow, K. G. (2011). Elementary survey sampling (7th ed.). Boston, MA: Cengage Learning, Inc.

  • Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–31.

    Article  Google Scholar 

  • Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: The Free Press.

  • Wei, B., Chen, S., & Chen, B. (2019). An investigation of sources of science teachers’ practical knowledge of teaching with practical work. International Journal of Science and Mathematics Education, 17, 723–738.

    Article  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.

  • Zhang, Y., Dong, Y., & Jing, W. (2011). Research on the source of teacher knowledge of high school IT teachers. Modern Educational Technology, 21(11), 43–47 (in Chinese).

    Google Scholar 

Download references

Acknowledgments

We appreciate the constructive comments and suggestions made by Dr. Gail FitzSimons on the earlier manuscripts of this review.

Author information

Authors and Affiliations

  1. Department of Education, Harbin Normal University, 1 Shida Road, Linmin Developing Zone, Hulan District, Harbin City, 150025, Heilongjiang Province, China

    Dongchen Zhao

  2. Southampton Education School, University of Southampton, Building 32, University Road, Southampton, SO17 1BJ, UK

    Christian Bokhove

Authors
  1. Dongchen Zhao
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Christian Bokhove
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Dongchen Zhao.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Zhao, D., Bokhove, C. Book Review: What is the most important source of teachers’ knowledge? Lianghuo Fan (2014) Investigating the pedagogy of mathematics: how do teachers develop their knowledge?. Educ Stud Math 102, 289–298 (2019). https://doi.org/10.1007/s10649-019-09912-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10649-019-09912-8

Search

Navigation