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The Role of Teachers' Knowledge of Functions in Their Teaching: A Conceptual Approach with Illustrations from Two Cases
- Source :
-
Canadian Journal of Science, Mathematics and Technology Education . 2013 13(2):154-168. - Publication Year :
- 2013
-
Abstract
- We investigate whether and how personal mathematical knowledge at an advanced level impacts on teaching at a lower school level. We study this in the context of functions because understanding them permeates secondary and advanced mathematics. Textbook treatment of these can be patchy, implying a need for knowledgeable teachers to rectify weaknesses. A small observational study of two mathematically well-qualified teachers, teaching at a range of levels, leads to a deeper understanding of how their personal mathematical knowledge is manifested in their teaching. Finally, we present a theory of pedagogy combining dual development, intellectual necessity, and repeated experience of reasoning, for which these teachers' practices provide illustrations.
Details
- Language :
- English
- ISSN :
- 1492-6156
- Volume :
- 13
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Canadian Journal of Science, Mathematics and Technology Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1004860
- Document Type :
- Journal Articles<br />Reports - Evaluative
- Full Text :
- https://doi.org/10.1080/14926156.2013.784826