A Pedagogical Overview of Relevant Literature

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Abstract

This literature reviewed in this chapter is an examination of conceptual and empirical studies in the area of elementary teachers’ knowledge for teaching mathematics; it includes a discussion of the implications and implementations emerging from the review. The literature review is divided into four major sections: sociocultural theory, a history of research on teachers’ knowledge for teaching mathematics, studies about elementary teachers’ knowledge for teaching mathematics, and an interpretive summary and critical analysis. Taken together, these sections of literature provide a historical and theoretical context for this study.

Keywords

Mathematical knowledge Elementary teachers Teachers’ knowledge Language Sociocultural theory Vygotsky Pedagogical content knowledge Pedagogical knowledge Content knowledge Vertical curriculum knowledge Lateral Curriculum knowledge Representations Zone of proximal development Student mathematical background Mathematics instruction Schema Internalization Mathematical learning South Korea National Mathematics Curriculum Teaching Learning Mathematical understanding Process–product Mathematics Category Achievement Standards CCSS South Korean government Specialized mathematical knowledge Subject matter knowledge Education context 
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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Seoul Mogun Elementary SchoolSeoulSouth Korea
  2. 2.Teacher EducationBoston College Lynch School of EducationChestnut HillUSA

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