Turning Mathematical Knowledge for Teaching Social

  • Jill AdlerEmail author


I will develop and then reflect on two inter-related claims in this chapter. The first is that the sets of concepts that have emerged through research on mathematics knowledge for teaching (MKT), while relatively recent, have nevertheless proliferated. This is not surprising given that as part of educational knowledge, it is part of a horizontal knowledge structure with a relatively weak grammar (Bernstein, Br J Sociol Educ 20(2):157–173, 1999). The second is that a key ‘new’ position producing and produced by this knowledge development is that of mathematics-teacher-educator-researcher working simultaneously as knowledge producer and recontextualiser in the university. A number of questions, about research and practice emerge from the grammar of MKT and the dual, perhaps ambiguous positioning of its agents. This chapter thus offers a story about mathematical knowledge for teaching framed by Steve Lerman’s contributions to the field, and the possibilities evoked for further work.


Teacher Education Mathematics Education Mathematics Teacher Pedagogic Content Knowledge Mathematical Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



This paper forms part of the work of the Wits Maths Connect Project at the University of the Witwatersrand, supported by the FirstRand Foundation Mathematics Education Chairs Initiative of the First Rand Foundation the Department of Science and Technology and the National Research Foundation (NRF). Any opinion, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the FRF, DST, or NRF.


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Copyright information

© Springer Science+Business Media Singapore 2015

Authors and Affiliations

  1. 1.School of EducationUniversity of the WitwatersrandJohannesburgSouth Africa

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