Bibliographic Details
| Title: |
Mathematics teachers' work: Identifying what teachers do and how they do it. |
| Authors: |
Callingham, Rosemary1 Rosemary.Callingham@utas.edu.au, Oates, Greg1 greg.oates@utas.edu.au, Hay, Ian1 ian.hay@utas.edu.au |
| Source: |
Australian Mathematics Education Journal (AMEJ). 2026, Vol. 7 Issue 3, p25-29. 5p. |
| Subject Terms: |
*Mathematics education, *Pedagogical content knowledge, *Teaching methods, *Teacher education, *Expertise, *Observation (Educational method) |
| Abstract: |
The article focuses on the complexities of mathematics teaching and the frameworks used to analyze teachers' practices, particularly the Knowledge Quartet framework. It highlights how mathematics teachers utilize various types of professional knowledge, including content and pedagogical content knowledge, to enhance student learning. The article provides examples from classroom observations of two teachers, illustrating how they engage students in discussions, manage unexpected responses, and connect mathematical concepts to real-life situations. The findings suggest that understanding the intricacies of teaching mathematics can inform teacher education and improve instructional practices. [Extracted from the article] |
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| Database: |
Education Research Complete |
