TY  - BOOK
AU  - Rowland,Tim
AU  - Ruthven,Kenneth
TI  - Mathematical knowledge in teaching
T2  - Mathematics education library
SN  - 9789048197651
PY  - 2011///
CY  - Dordrecht, New York
PB  - Springer
KW  - Mathematics
KW  - Study and teaching
KW  - Research
KW  - Mathematics teachers
KW  - Training of
KW  - Effective teaching
KW  - Mathematical ability
N1  - Includes bibliographical references and indexes; Introduction; Mathematical knowledge in teaching; Tim Rowland and Kenneth Ruthven --; Part I; Conceptualising mathematical knowledge in teaching; Conceptualising teachers' mathematical knowledge in teaching; Marilena Petrou and Maria Goulding --; Knowing and identity: a situated theory of mathematics knowledge in teaching; Jeremy Hodgen --; Changed views on mathematical knowledge in the course of didactical theory development: independent corpus of scientific knowledge or result of social constructions?; Heinz Steinbring --; Teaching mathematics as the contextual application of mathematical modes of enquiry; Anne Watson and Bill Barton --; Conceptualising mathematical knowledge in teaching; Kenneth Ruthven --; Part II; Understanding the cultural context of mathematical knowledge in teaching; The cultural location of teachers' mathematical knowledge: another hidden variable in mathematics education research?; Paul Andrews --; How educational systems and cultures mediate teacher knowledge: 'listening" in English, French and German classrooms; Birgit Pepin --; Modelling teaching in mathematics teacher education and the constitution of mathematics for teaching; Jill Adler and Zain Davis --; Audit and evaluation of pedagogy: towards a cultural-historical perspective; Julian Williams --; The cultural dimension of teachers' mathematical knowledge; Andreas J. Stylianides and Se?an Delaney --; Part III; Building mathematical knowledge in teaching by means of theorised tools; The knowledge quartet as an organising framework for developing and deepening teachers' mathematics knowledge; Fay Turner and Tim Rowland --; Learning to teach mathematics using lesson study; Dolores Corcoran and Sandy Pepperell --; Using theories to build kindergarten teachers' mathematical knowlege for teaching; Dina Tirosh, Pessia Tsamir, and Esther Levenson --; Teachers' stories of mathematical subject knowledge: accounting for the unexpected; Julie Ryan and Julian Williams --; Building mathematical knowledge in teaching by means of theorised tools; Jos?e Carrillo --; Conclusion; Kenneth Ruthven and Tim Rowland
ER  -