Reconceptualizing Knowledge at the Mathematical Horizon

Autor/inn/en	Zazkis, Rina; Mamolo, Ami
Titel	Reconceptualizing Knowledge at the Mathematical Horizon
Quelle	In: For the Learning of Mathematics, 31 (2011) 2, S.8-13 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Secondary School Mathematics; Mathematics Education; Knowledge Base for Teaching; Colleges; Universities; Undergraduate Students; Pedagogical Content Knowledge; College Faculty; Mathematics Teachers; Mathematics Instruction; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Mathematische Bildung; Teaching theory; Theory of teaching; Unterrichtstheorie; College; Hochschule; Fachhochschule; University; Universität; Pädagogische Kompetenz; Fakultät; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik
Abstract	This article extends the notion of "knowledge at the mathematical horizon" or "horizon knowledge" introduced by Ball and colleagues as a part of teachers' subject matter knowledge. Our focus is on teachers' mathematical knowledge beyond the school curriculum, that is, on mathematics learnt during undergraduate college or university studies. We explore and exemplify what horizon knowledge may contribute to teaching elementary and secondary school mathematics in terms of relevant subject matter, as well as how such knowledge can shape interaction with students. We introduce a new perspective to the on-going discussions around mathematics for teaching by considering what may lie at the horizon of teachers' mathematical knowledge. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10