Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teaching

Part of the Mathematics Education Library book series (MELI, volume 50)


In this chapter, we discuss research that investigated what, how, and with what possible effects, mathematical knowledge and related practices are constituted in and across a range of programmes, across diverse teacher training institutions in South Africa. Our study includes three cases from three different teacher education sites where teachers were enrolled in in-service upgrading programmes. Our focus is on what comes to be the content of mathematics for teaching; that is, the mathematical content and practices offered in these courses, and how this occurs. In the chapter, we describe our observations and the analytic resources recruited to that end, building on our previous work. We argue that three different orientations to learning mathematics for teaching are exhibited across our cases and present different opportunities for learning mathematics in and for teaching.


Teacher Education Mathematics Teaching Mathematics Teacher Mathematical Knowledge School Mathematics 
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This chapter forms part of the QUANTUM research project on Mathematics for Teaching, directed by Jill Adler, at the University of the Witwatersrand. This material is based upon work supported by the National Research Foundation (NRF) under Grant number FA2006031800003. 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 NRF.


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© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.University of the Witwatersrand, ParktownJohannesburgSouth Africa
  2. 2.King’s College LondonLondonUK
  3. 3.School of Education, University of Cape TownRondeboschSouth Africa

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