Didactics of Mathematics and the Professional Knowledge of Teachers

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Abstract

This chapter will deal with the problem of the relationships between didactics of mathematics as a rapidly developing field of investigation and the professional knowledge of mathematics teachers as an individual and social construction. We will focus on teachers’ pre-service and in-service education as the situations where systematic contacts may be established between research in didactics of mathematics and the construction of teachers’ professional knowledge.

We will discuss present difficulties in establishing a productive relationship between teachers’ education and different strands of research in didactics of mathematics, and different perspectives about how to establish such a relationship.