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Direct linkChinnappan, Mohan; Forrester, Tricia – Mathematics Education Research Journal, 2014
Knowledge that teachers bring to the teaching context is of interest to key stakeholders in improving levels of numeracy attained by learners. In this regard, the centrality of, and the need to investigate, the quality of teachers' mathematical knowledge for teaching mathematics has been gaining momentum in recent years. There is a general…
Descriptors: Preservice Teachers, Mathematical Concepts, Mathematics Instruction, Knowledge Level
Download full textChinnappan, Mohan; White, Bruce – Mathematics Education Research Group of Australasia, 2015
That the quality of teachers' knowledge has direct impact on students' engagement and learning outcomes in mathematics is now well established. But questions about the nature of this knowledge and how to characterise that knowledge are important for mathematics educators. In the present study, we examine a strand of "Specialised Content…
Descriptors: Evidence, Preservice Teachers, Preservice Teacher Education, Error Correction
Chinnappan, Mohan; Desplat, Bethany – Journal of Science and Mathematics Education in Southeast Asia, 2012
The teaching of mathematics for the development of numeracy is emerging to be an important goal of recent reforms. In broad terms, numeracy involves the application of mathematical concepts and procedures in the understanding and solution of a range of problems including real-life problems. Teaching for numeracy, thus calls for skills in…
Descriptors: Numeracy, Mathematics Instruction, Mathematical Concepts, Pedagogical Content Knowledge
Forrester, Tricia; Chinnappan, Mohan – Mathematics Education Research Group of Australasia, 2010
Teachers play a crucial role in the mathematical learning outcomes of their students. The quality of teachers' mathematical knowledge has been of interest to key stakeholders and several lines of inquiry have been running in an effort to better understand the kinds of knowledge that mathematics teachers need to acquire and use to drive their…
Descriptors: Mathematics Education, Mathematics Teachers, Knowledge Level, Mathematical Concepts
Chinnappan, Mohan; Lawson, Michael J. – Journal of Mathematics Teacher Education, 2005
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National Council of Teachers of Mathematics, 2000, "Curriculum and evaluation standards for school…
Descriptors: Mathematics Teachers, Geometric Concepts, Pedagogical Content Knowledge, Educational Environment
Chinnappan, Mohan – Mathematics Teacher Education and Development, 2003
Recent developments about cognitions underlying mathematical learning are beginning to suggest that the activation and appropriate use of prior knowledge by students is, to a large measure, controlled by the quality of organisation of that knowledge. Thus, teaching needs to support the construction of well-connected mathematical knowledge. An…
Descriptors: Schemata (Cognition), Preservice Teacher Education, Teacher Education Programs, Student Teachers
