یادداشتهای مربوط به کتابنامه ، واژه نامه و نمایه های داخل اثر
متن يادداشت
Includes bibliographical references and indexes.
یادداشتهای مربوط به مندرجات
متن يادداشت
Introduction:Mathematical knowledge in teaching /Tim Rowland and Kenneth Ruthven --Part I.Conceptualising mathematical knowledge in teaching:Conceptualising teachers' mathematical knowledge in teaching /Marilena Petrou and Maria Goulding --Knowing and identity: a situated theory of mathematics knowledge in teaching /Jeremy Hodgen --Changed views on mathematical knowledge in the course of didactical theory development: independent corpus of scientific knowledge or result of social constructions? /Heinz Steinbring --Teaching mathematics as the contextual application of mathematical modes of enquiry /Anne Watson and Bill Barton --Conceptualising mathematical knowledge in teaching /Kenneth Ruthven --Part II.Understanding the cultural context of mathematical knowledge in teaching:The cultural location of teachers' mathematical knowledge: another hidden variable in mathematics education research? /Paul Andrews --How educational systems and cultures mediate teacher knowledge: 'listening" in English, French and German classrooms /Birgit Pepin --Modelling teaching in mathematics teacher education and the constitution of mathematics for teaching /Jill Adler and Zain Davis --Audit and evaluation of pedagogy: towards a cultural-historical perspective /Julian Williams --The cultural dimension of teachers' mathematical knowledge /Andreas J. Stylianides and Seaan Delaney --Part III.Building mathematical knowledge in teaching by means of theorised tools:The knowledge quartet as an organising framework for developing and deepening teachers' mathematics knowledge /Fay Turner and Tim Rowland --Learning to teach mathematics using lesson study /Dolores Corcoran and Sandy Pepperell --Using theories to build kindergarten teachers' mathematical knowlege for teaching /Dina Tirosh, Pessia Tsamir, and Esther Levenson --Teachers' stories of mathematical subject knowledge: accounting for the unexpected /Julie Ryan and Julian Williams --Building mathematical knowledge in teaching by means of theorised tools /Josae Carrillo --Conclusion /Kenneth Ruthven and Tim Rowland.