Keywords
- Mathematics teacher knowledge
- Subject matter knowledge
- Pedagogical content knowledge
- Mathematical knowledge for teaching
- Knowledge Quartet
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ball DL, Bass H (2003) Toward a practice-based theory of mathematical knowledge for teaching. In: Davis B, Simmt E (eds) Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group. CMESG, Edmonton, pp 3–14
Ball DL, Thames MH, Phelps G (2008) Content knowledge for teaching: what makes it special? J Teach Educ 59(5):389–407
Dewey J (1903) The psychological and the logical in teaching geometry. Educ Rev 25:387–399
Grossman P, Wilson S, Shulman L (1989) Teachers of substance: subject matter knowledge for teaching. In: Reynolds M (ed) Knowledge base for the beginning teacher. Pergamon, Oxford, pp 23–36
Ma L (1999) Knowing and teaching elementary mathematics: teachers’ understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum Associates, Mahwah
Rowland T, Ruthven K (eds) (2011) Mathematical knowledge in teaching. Springer, London/New York
Rowland T, Martyn S, Barber P, Heal C (2000) Primary teacher trainees’ mathematics subject knowledge and classroom performance. Res Math Educ 2:3–18
Rowland T, Huckstep P, Thwaites A (2005) Elementary teachers’ mathematics subject knowledge: the knowledge quartet and the case of Naomi. J Math Teach Educ 8(3):255–281
Rowland T, Turner F, Thwaites A, Huckstep P (2009) Developing primary mathematics teaching: reflecting on practice with the Knowledge Quartet. Sage, London
Shulman LS (1986) Those who understand: knowledge growth in teaching. Educ Res 15(2):4–14
Watson A, Barton B (2011) Teaching mathematics as the contextual application of modes of mathematical enquiry. In: Rowland T, Ruthven K (eds) Mathematical knowledge in teaching. Springer, London/New York, pp 65–82
Wilson J (1975) Education theory and the preparation of teachers. NFER, Windsor
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this entry
Cite this entry
Rowland, T. (2014). Frameworks for Conceptualizing Mathematics Teacher Knowledge. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4978-8_63
Download citation
DOI: https://doi.org/10.1007/978-94-007-4978-8_63
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-4977-1
Online ISBN: 978-94-007-4978-8
eBook Packages: Humanities, Social Sciences and Law