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ERIC Number: EJ1004860
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1492-6156
The Role of Teachers' Knowledge of Functions in Their Teaching: A Conceptual Approach with Illustrations from Two Cases
Watson, Anne; Harel, Guershon
Canadian Journal of Science, Mathematics and Technology Education, v13 n2 p154-168 2013
We investigate whether and how personal mathematical knowledge at an advanced level impacts on teaching at a lower school level. We study this in the context of functions because understanding them permeates secondary and advanced mathematics. Textbook treatment of these can be patchy, implying a need for knowledgeable teachers to rectify weaknesses. A small observational study of two mathematically well-qualified teachers, teaching at a range of levels, leads to a deeper understanding of how their personal mathematical knowledge is manifested in their teaching. Finally, we present a theory of pedagogy combining dual development, intellectual necessity, and repeated experience of reasoning, for which these teachers' practices provide illustrations.
Routledge. Available from Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom