Introduction: Mathematical Knowledge in Teaching

Abstract

This book examines the issue of mathematical subject knowledge in teaching. There is widespread agreement that the quality of primary and secondary school mathematics teaching depends crucially on the subject-related knowledge that teachers are able to bring to bear on their work. However, when discussion starts to focus in on the specific forms and functions of mathematical knowledge for teaching, there is much less concurrence. There is now, however, a prevalent suggestion that effective teaching calls for distinctive forms of subject-related knowledge and thinking. The issues to be examined in this book are of considerable significance in addressing world-wide aspirations to raise standards of teaching and learning in mathematics through developing more effective approaches to characterising, assessing and developing mathematical knowledge for teaching.