Incollection,
Research on teaching mathematics: Making subject-matter knowledge part of the equation
Advances in research on teaching: Vol 2. Teachers' knowledge of subject matter as it relates to their teaching practice, JAI Press, (1991)
Abstract
Argues that "teachers' subject matter knowledge interacts with their assumptions and explicit beliefs about teaching and learning, about students, and about context to shape the ways in which they teach math to students". Analyzes three phases of research on teaching which focused on (1) characteristics of effective teachers/ teaching (2) the connections between what teachers do and what students learn (3) teacher thinking and decision making. Explores the concept of subject matter knowledge in mathematics and how research on this topic has been approached by different researchers. Some researches explore teachers' conceptions of or beliefs about math, others focus on teachers' understanding of mathematical concepts and procedures. Understanding math involves an interweaving of ideas of and about the subject; both propositional and procedural knowledge of math and knowledge about the nature and discourse of math. Understanding is also colored by emotional responses to the subject and students' sense of self in relation to it. Examines what some prospective teachers knew about place value to point out that teachers must understand the connectedness of concepts. Also discusses how teachers' ideas about math influences their representation of math. Uses case studies of teachers to show how teachers' understanding and beliefs about math interacts with their ideas about the teaching and learning of math and their ideas about pupils, teachers, and the context of classrooms. Through their teaching, teachers represent the subject matter to their students and send out messages about the substance of nature of knowledge.
