OPEN ACCESS
PEER-REVIEWED
Conceptual Study – Published: January 28, 2010
Understanding Teachers' Mathematical Knowledge Using Non-Typical Examples
Dr. Shweta Naik
ABSTRACT
Mathematical knowledge for teaching is the area researched by many researchers across countries.
Effective and good teaching is dependent on teachers' own understanding of mathematics.
This paper discusses two major areas of teacher knowledge:
content knowledge and pedagogical techniques, conceptualized from long-term work at HBCSE.
The study explores the role of non-typical examples as tools for developing teachers' content knowledge.
It explains how such examples influence teacher cognition and whether they facilitate or impede learning.
Examples from teacher workshops are analyzed to understand learning processes that took place during
discussions and interviews.
Keywords:
Mathematical Knowledge for Teaching, Teacher Education, Content Knowledge, Pedagogical Techniques,
Non-Typical Examples, Teacher Cognition, Professional Development.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License
(www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and
reproduction
in any Medium, provided the original work is properly cited.
How to cite this article:
Naik, S. (2010). Understanding teachers' mathematical knowledge using non-typical examples.
Indian Educational Researcher, 3(1), 29–36.
Received: December 15, 2009;
Revision Received: January 10, 2010;
Accepted: January 28, 2010.
Responding Author: Dr. Shweta Naik @ shweta@gmail.com
Article Overview: ISSN: 0974-2123 |
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Published in Volume 3, Issue 1, January–June, 2010
