Abstract
It seems obvious that a teacher’s mathematical knowledge is an important ingredient for teaching, and while a teacher needs to be able to do the mathematics required for the curricular level being taught, this may not be sufficient to ensure pupil progress. Indeed, research on effective primary teachers indicates that those who produce the highest numeracy gains in pupils do not necessarily hold advanced qualifications in mathematics. We need to know what other factors come into play, and how these interact with each other in the teaching process. Internationally, however, there is no universal agreement on a widely accepted framework for describing teachers– mathematical knowledge in teaching. In this chapter, the meaning, importance and limitations of several analytical models of teachers’ mathematical knowledge will be discussed and a synthesis will be proposed.
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Petrou, M., Goulding, M. (2011). Conceptualising Teachers’ Mathematical Knowledge in Teaching. In: Rowland, T., Ruthven, K. (eds) Mathematical Knowledge in Teaching. Mathematics Education Library, vol 50. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9766-8_2
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