ERIC Number: EJ1199093
Record Type: Journal
Publication Date: 2019-Jan
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
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Available Date: N/A
What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views
Scheiner, Thorsten; Montes, Miguel A.; Godino, Juan D.; Carrillo, José; Pino-Fan, Luis R.
International Journal of Science and Mathematics Education, v17 n1 p153-172 Jan 2019
The purpose of this article is to contribute to the discussion of mathematics teacher knowledge, and the question of what makes it specialized. In the first part of the article, central orientations in conceptualizing mathematics teacher knowledge are identified and the more serious limitations of the grounds on which they stand are explicated. In the second part of the article, alternative views are offered to each of these orientations that direct attention to underexplored issues about what makes mathematics teacher knowledge specialized. Collectively, these alternative views suggest that specialization in mathematics teacher knowledge cannot be comprehensively accounted for by 'what' teachers know, but rather by 'how' teachers' knowing comes into being. We conclude that it is not a kind of knowledge but a style of knowing that signifies specialization in mathematics teacher knowledge.
Descriptors: Mathematics Teachers, Mathematics Instruction, Knowledge Base for Teaching, Specialization
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
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