Investigating The Pedagogy Of Mathematics: How Do Teachers Develop Their Knowledge?

How Do Teachers Develop Their Knowledge?

Lianghuo Fan

• Publisher: ICP
• Year: 2014
• eBook ISBN: 9781783264599
• Topic: Biological Sciences
• Subtopic: Science General
• Index: Biological Sciences

This book responds to the growing interest in the scholarship of mathematics teaching; over the last 20 years the importance of teachers' knowledge for effective teaching has been internationally recognised. For many mathematics teachers, the critical link between practice and knowledge is implied rather than explicitly understood or expressed. This means it can be difficult to assess and thus develop teachers' professional knowledge. The present book is based on two studies investigating exactly how teachers developed their pedagogical knowledge in mathematics from different sources. It describes:

• how teachers' own teaching experience and reflection, and their daily exchanges with colleagues, are the most important sources of knowledge,
• how important in-service training and organized professional activities are,
• how teachers' previous experiences as students, their pre-service training and their reading of professional literature have less influence on their professional knowledge.

The findings in this book have significant implications for teachers, teacher educators, school administrators and educational researchers, as well as policy-makers and school practitioners worldwide.

Contents:

• The Chicago Study:
  • Introduction
  • Review of the Literature
  • A Conceptual Framework of the Study
  • Research Design and Procedures
  • Findings of the Chicago Study (I): Pedagogical Curricular Knowledge
  • Findings of the Chicago Study (II): Pedagogical Content Knowledge
  • Findings of the Chicago Study (III): Pedagogical Instructional Knowledge
  • Findings of the Chicago Study (IV): Some Other Issues
  • Conclusions, Implications, and Recommendations
• The Singapore Study:
  • The Singapore Study
  • Comparison and Conclusion

Readership: Teachers, teacher educators, school administrators, educational policy-makers and non-experts interested in education issues.

Table of contents

• Cover Page
• Title Page
• Copyright Page
• Contents
• List of Figures
• List of Tables
• Focusing on the Growth of Teachers’ Knowledge: An Introduction
• Part I The Chicago Study
• Part II The Singapore Study
• Appendix 1A Teacher Questionnaire (Chicago Study)
• Appendix 1B Notes for Classroom Observation
• Appendix 1C Script for Interviewing Teachers
• Appendix 1D Script for Interviewing Math Chairs
• Appendix 1E A Profile of Teacher Participants (Chicago Study)
• Appendix 1F Main Results of Logistic Regression Analyses (Chicago Study)
• Appendix 2A A Profile of Teacher Participants (Singapore Study)
• Appendix 2B Teacher Questionnaire (Singapore Study)
• References
• Author Index
• Subject Index