000			nam a22 7a 4500
999			_c75874 _d75874
008			180724b xxu||||| |||| 00| 0 eng d
020			_a9789048197651
082			_a510.7 _bRow / Rut
245			_aMathematical Knowledge In Teaching
260			_aDordrecht _bSpringer _c2011
300			_aviii;302 _bhb _c10x6
350			_a99.95
365			_b5541
440			_aMathematics Education Library _v50
520			_aCumulative research within a number of traditions has shown that effective teaching calls for distinctive, identifiable forms of subject-related knowledge and thinking, yet the significance and complexity of such knowledge is not well represented in professional debate and policymaking. This is a particularly pressing issue within mathematics education, given world-wide aspirations to improve quality of teaching and learning in the face of widespread difficulties in recruiting teachers who are conventionally well-qualified in mathematics and confident in the subject. This book, the outcome of two years of collaborative effort, brings together a team of experts in the field of mathematics teacher knowledge to produce an authoritative, ‘state of the art’ exposition and critical commentary on this important and topical domain, including reports of original research in the field. It offers constructive and helpful ways of conceptualising mathematics teacher knowledge in its cultural context, as well as a range of theorised tools to support its improvement.
650			_aMathematics--Study and teaching--Research
650			_aMathematics teachers--Training of
650			_aEffective teaching
650			_aMathematical ability
700			_aRowland, Tim (Ed)
700			_bRuthven, Kenneth (Ed)
856			_uhttps://www.springer.com/in/book/9789048197651
942			_cBK