The Balance of Teacher Knowledge: Mathematics and Pedagogy

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

doi:10.1007/978-0-387-09601-8_21

The Balance of Teacher Knowledge: Mathematics and Pedagogy

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

Department of Mathematics Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

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 language	English
Title of host publication	New ICMI Study Series
Publisher	Springer
Pages	211-225
Number of pages	15
DOIs	https://doi.org/10.1007/978-0-387-09601-8_21
State	Published - 2009

Publication series

Name	New ICMI Study Series
Volume	11
ISSN (Print)	1387-6872
ISSN (Electronic)	2215-1745

Bibliographical note

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

Keywords

Content Knowledge
Mathematical Knowledge
Mathematics Teacher
Pedagogical Content Knowledge
Professional Development

ASJC Scopus subject areas

Mathematics (miscellaneous)
Education

Access to Document

10.1007/978-0-387-09601-8_21

Cite this

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AU - Leikin, R.

AU - Wood, Terry

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KW - Pedagogical Content Knowledge

KW - Professional Development

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The Balance of Teacher Knowledge: Mathematics and Pedagogy

Abstract

Publication series

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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