Professional knowledge of practising teachers of mathematics

Janette Bobis*, Joanna Higgins, Michael Cavanagh, Anne Roche

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

10 Citations (Scopus)

Abstract

We can see a number of developments and issues emerging from the field of research concerned with teacher knowledge. First, the situated nature of teacher knowledge has certainly come to greater prominence among Australasian researchers in recent years. While we have seen a growing recognition that teacher knowledge is filtered through social and even political contexts, there has been little mention of 'cultural' influences on teacher knowledge, with one exception: Owens and Kaleva's (2008) research. Perhaps this is because the research reviewed was predominantly conducted by researchers from western cultural backgrounds, focused on mathematical content from western curricula and interpreted via frameworks of teacher knowledge developed by scholars based on western cultural views of knowledge. While beyond the scope of this chapter, it is important for the future to consider different cultural perspectives on teacher knowledge.

Original languageEnglish
Title of host publicationResearch in Mathematics Education in Australasia 2008-2011
EditorsBob Perry, Tom Lowrie, Tracy Logan, Amy MacDonald, Jane Greenless
Place of PublicationRotterdam, The Netherlands
PublisherSense Publishers
Pages313-341
Number of pages29
ISBN (Electronic)9789460919701
ISBN (Print)9789460919688
DOIs
Publication statusPublished - 1 Jan 2012

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    Bobis, J., Higgins, J., Cavanagh, M., & Roche, A. (2012). Professional knowledge of practising teachers of mathematics. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenless (Eds.), Research in Mathematics Education in Australasia 2008-2011 (pp. 313-341). Rotterdam, The Netherlands: Sense Publishers. https://doi.org/10.1007/978-94-6091-970-1_15