Journal
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
Volume 17, Issue 1, Pages 153-172Publisher
SPRINGER
DOI: 10.1007/s10763-017-9859-6
Keywords
Mathematical knowledge for teaching; Pedagogical content knowledge; Specialized knowledge; Teacher knowledge; Teacher professionalism
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Funding
- Macquarie University
- FONDECYT [11150014]
- [EDU2013-44047-P]
- [EDU2016-74848-P]
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The purpose of this article is to contribute to the discussion of mathematics teacher knowledge, and the question of what makes it specialized. In the first part of the article, central orientations in conceptualizing mathematics teacher knowledge are identified and the more serious limitations of the grounds on which they stand are explicated. In the second part of the article, alternative views are offered to each of these orientations that direct attention to underexplored issues about what makes mathematics teacher knowledge specialized. Collectively, these alternative views suggest that specialization in mathematics teacher knowledge cannot be comprehensively accounted for by what' teachers know, but rather by how' teachers' knowing comes into being. We conclude that it is not a kind of knowledge but a style of knowing that signifies specialization in mathematics teacher knowledge.
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