Advanced mathematical knowledge in teaching practice: Perceptions of secondary mathematics teachers

Rina Zazkis, Roza Leikin

Research output: Contribution to journalArticlepeer-review

Abstract

For the purpose of our research we define Advanced Mathematical Knowledge (AMK) as knowledge of the subject matter acquired during undergraduate studies at colleges or universities. We examine the responses of secondary school teachers about their usage of AMK in teaching. We find that the majority of teachers focus on the purposes and advantages of their AMK for student learning, such as personal confidence, the ability to make connections, and to respond to students' questions; only a few provide content-specific examples. We conclude with a call for a more articulated relationship between AMK and mathematical knowledge for teaching.

Original languageEnglish
Pages (from-to)263-281
Number of pages19
JournalMathematical Thinking and Learning
Volume12
Issue number4
DOIs
StatePublished - 2010

ASJC Scopus subject areas

  • Mathematics (all)
  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'Advanced mathematical knowledge in teaching practice: Perceptions of secondary mathematics teachers'. Together they form a unique fingerprint.

Cite this