A Framework for Analysis of Teachers' Geometric Content Knowledge and Geometric Knowledge for Teaching

Autor/inn/en	Chinnappan, Mohan; Lawson, Michael J.
Titel	A Framework for Analysis of Teachers' Geometric Content Knowledge and Geometric Knowledge for Teaching
Quelle	In: Journal of Mathematics Teacher Education, 8 (2005) 3, S.197-221 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-005-0852-6
Schlagwörter	Mathematics Teachers; Geometric Concepts; Pedagogical Content Knowledge; Educational Environment; Teaching Experience; Teacher Effectiveness; Knowledge Base for Teaching; Teacher Qualifications + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementare Geometrie; Pädagogische Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrqualifikation
Abstract	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 mathematics." Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number of factors, not the least of which is the quality of teachers' experience and knowledge in the domain of mathematics. Although the study of teacher knowledge has received considerable attention, there is less information about the teachers' content knowledge that impacts on classroom practice. Ball (2000, "Journal of Teacher Education," 51(3), 241-247) suggested that teachers' need to "deconstruct" their content knowledge into more visible forms that would help children make connections with their previous understandings and experiences. The documenting of teachers' content knowledge for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information about how we might go about systematically characterising the key dimensions of quality of teachers' mathematics knowledge for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the quality of teachers' content knowledge for teaching in one area within the domain of geometry. An example of use of this framework is then developed for the case of two teachers' knowledge of the concept "square." (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10