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Teachers Constructing Concepts of Mathematics for Teaching and Learning: “It’s like the roots beneath the surface, not a bigger garden”

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Canadian Journal of Science, Mathematics and Technology Education Aims and scope Submit manuscript

Abstract

Conceptually rich classroom learning environments can only be supported by teachers with appropriate mathematical knowledge. A lack of clarity exists as to whether or how such teacher knowledge might go beyond knowledge of the relevant curriculum. This study contributes to the field by investigating further examples of what appropriate teacher mathematical knowledge might be, as rooted and contextualized in teachers’ daily classroom practices. Teacher journaling, individual meetings, and teacher focus-group discussions were used to identify relevant examples, and ultimately continue to collectively describe, in a specific, contextually based and practitioner-developed manner, the mathematical knowledge required for elementary teaching.

Résumé

Un environnement d’apprentissage riche en concepts doit se fonder avant tout sur des enseignants qui possèdent des connaissances mathématiques appropriées. Cependant, il n’est pas clair si ou comment ce niveau de connaissance peut aller au-delà des connaissances pertinentes pour le curriculum. Cette étude analyse certains exemples de ce qui pourrait constituer des connaissances mathématiques appropriées, telles que contextualisées dans les pratiques quotidiennes des enseignants dans leur classe. Des comptes-rendus sous forme de journal, des rencontres individuelles et des discussions de groupe ont permis de définir nombre d’exemples pertinents, et continuent de contribuer à une description collective, fondée sur le contexte et l’expérience dans la classe, des connaissances mathématiques requises pour l’enseignement au primaire.

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Authors and Affiliations

  1. Faculty of Education, Lakehead University, Thunder Bay, P7B 5E1, Ontario, Canada

    Ann Kajander

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  1. Ann Kajander
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Correspondence to Ann Kajander.

Additional information

This work was funded by the National Science and Engineering Research Council of Canada University of Manitoba CRYSTAL grant Understanding the Dynamics of Risk and Protective Factors in Promoting Success in Science and Mathematics Education.

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Kajander, A. Teachers Constructing Concepts of Mathematics for Teaching and Learning: “It’s like the roots beneath the surface, not a bigger garden”. Can J Sci Math Techn 10, 87–102 (2010). https://doi.org/10.1080/14926151003778274

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