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Knowledge Resources in and for School Mathematics Teaching

  • Jill Adler
Chapter
Part of the Mathematics Teacher Education book series (MTEN, volume 7)

Abstract

This chapter argues for attention to professional knowledge in use in descriptions of classroom practice and offers a methodology to this end. It builds on previous work that conceptualised resources in use in school mathematics teaching and recent work that focuses more directly on knowledge in use in practice, arguing that these shape the mathematics made available for learning. The methodology is illustrated through selected empirical work in secondary mathematics classrooms in South Africa. A description of knowledge resources in use in two contrasting classroom practices opens up questions about the selections and integration of knowledge domains in professional development activity.

Keywords

Knowledge resources School mathematics Teaching 

Notes

Acknowledgements

This chapter emerges from the QUANTUM research project on Mathematics for Teaching, directed by Jill Adler, at the University of the Witwatersrand (Wits) with Dr Zain Davis, University of Cape Town, as co-investigator. The methodology described here was developed through joint work in mathematics teacher education. The elaboration into classroom teaching was enabled by the work of master’s students at Wits. This material is based upon work supported by the National Research Foundation (NRF), Grant number FA2006031800003. Any opinion, findings, conclusions or recommendations expressed here are those of the author and do not necessarily reflect the views of the NRF.

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.School of Education, University of the WitwatersrandJohannesburgSouth Africa
  2. 2.King’s College LondonLondonUK

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