Professional knowledge of practising teachers of mathematics

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.