Peer reviewed
Download full textERIC Number: ED599915
Record Type: Non-Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
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Teachers' Knowledge of Infinity, and Its Role in Classroom Practice
Montes, Miguel; Carrillo, José; Ribeiro, C. Miguel
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
This paper considers infinity as an element of professional knowledge. We assume that teachers need a wider knowledge of the topic than that they possess as mathematics students. Using three models of professional knowledge, athematics Teacher's Specialised Knowledge (MTSK), Mathematical Knowledge for Teaching (MKT), and Knowledge Quartet (KQ), we discuss how the notions being proposed in these models, and on which they are constructed, might contribute to studying teachers' knowledge of infinity. [For the complete proceedings, see ED597799.]
Descriptors: Knowledge Base for Teaching, Mathematics Instruction, Pedagogical Content Knowledge, Numbers, Mathematical Concepts, Concept Formation, Teaching Methods
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
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Language: English
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