Mathematics Teachers' Work: Identifying What Teachers Do and How They Do It

Autor/inn/en	Callingham, Rosemary; Oates, Greg; Hay, Ian
Titel	Mathematics Teachers' Work: Identifying What Teachers Do and How They Do It
Quelle	In: Australian Mathematics Education Journal, 1 (2019) 3, S.4-8 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2652-0176
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Educational Practices; Pedagogical Content Knowledge; Teacher Characteristics; Teaching Methods; Expertise + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Bildungspraxis; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Expert appraisal
Abstract	Explaining the complexity of mathematics teaching to others can be challenging. The Knowledge Quartet, a pedagogical content knowledge (PCK) framework from the UK, provides a fresh lens to reflect on mathematics classroom practice. Developed from videotaped mathematics lessons taught by final year pre-service teachers, the Knowledge Quartet describes four dimensions of teachers' knowledge for teaching mathematics: Foundation, Transformation, Connection, and Contingency. Each of these categories has several indicators that may be observed in the overall process of teaching, including during planning and preparation, classroom instruction, and reflection and evaluation phases. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06