The Balance of Teacher Knowledge: Mathematics and Pedagogy

Michael Neubrand, Nanette Seago, C. Agudelo-Valderrama, L. DeBlois, R. Leikin, Terry Wood

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Teacher education and the professional development of practicing teachers need to provide a sound basis of knowledge for teaching, theoretically but also with strong ties to issues of practice. Although this seems like a common-sense statement, it is harder to make a reality than expected. At least three factors could account for this difficulty: the sheer complexity of the knowledge required for teaching, the interconnectedness of knowledge, and the fact that teachers’ knowledge comes from different and in certain cases even contradictory sources.

Original languageEnglish
Title of host publicationNew ICMI Study Series
Number of pages15
StatePublished - 2009

Publication series

NameNew ICMI Study Series
ISSN (Print)1387-6872
ISSN (Electronic)2215-1745

Bibliographical note

Publisher Copyright:
© 2009, Springer Science+Business Media LLC.


  • Content Knowledge
  • Mathematical Knowledge
  • Mathematics Teacher
  • Pedagogical Content Knowledge
  • Professional Development

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education


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