Mathematics teachers' work: Identifying what teachers do and how they do it.
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| 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] |
| Copyright of Australian Mathematics Education Journal (AMEJ) is the property of Australian Association of Mathematics Teachers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191193629 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mathematics teachers' work: Identifying what teachers do and how they do it. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Callingham%2C+Rosemary%22">Callingham, Rosemary</searchLink><relatesTo>1</relatesTo><i> Rosemary.Callingham@utas.edu.au</i><br /><searchLink fieldCode="AR" term="%22Oates%2C+Greg%22">Oates, Greg</searchLink><relatesTo>1</relatesTo><i> greg.oates@utas.edu.au</i><br /><searchLink fieldCode="AR" term="%22Hay%2C+Ian%22">Hay, Ian</searchLink><relatesTo>1</relatesTo><i> ian.hay@utas.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australian+Mathematics+Education+Journal+%28AMEJ%29%22">Australian Mathematics Education Journal (AMEJ)</searchLink>. 2026, Vol. 7 Issue 3, p25-29. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br />*<searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australian Mathematics Education Journal (AMEJ) is the property of Australian Association of Mathematics Teachers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191193629 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 25 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Expertise Type: general – SubjectFull: Observation (Educational method) Type: general Titles: – TitleFull: Mathematics teachers' work: Identifying what teachers do and how they do it. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Callingham, Rosemary – PersonEntity: Name: NameFull: Oates, Greg – PersonEntity: Name: NameFull: Hay, Ian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 26520176 Numbering: – Type: volume Value: 7 – Type: issue Value: 3 Titles: – TitleFull: Australian Mathematics Education Journal (AMEJ) Type: main |
| ResultId | 1 |
