Abstract
The nature of mathematics teachers’ knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness as a central aspect of MTK based on a study of elementary school mathematics teachers’ learning and teaching associated with a self-directed professional development initiative to transform their teaching to an inquiry-based perspective. Research questions focused on how this initiative supported reflective awareness in the teachers’ learning and teaching. Findings indicated that engaging in self-based and meaning-based questioning and creating pedagogical models were central to the teachers’ learning and use of reflective awareness. Their knowledge of reflective awareness as a way of knowing was important to their development of an inquiry stance and knowledge of mathematics for teaching and mathematics pedagogy.
Highlights
The nature of mathematics teachers’ knowledge specific to teaching mathematics is of ongoing concern in mathematics education research
This article contributes to our understanding of this knowledge with particular focus on reflective awareness in relation to mathematics teachers’ knowing
Specific attention is on two research questions: What aspects of the professional development supported reflective awareness in their learning? What was the impact of reflective awareness on their thinking and its relationship to their teaching and knowledge for teaching?
Summary
The nature of mathematics teachers’ knowledge specific to teaching mathematics is of ongoing concern in mathematics education research. This article contributes to our understanding of this knowledge with particular focus on reflective awareness in relation to mathematics teachers’ knowing. It first discusses teachers’ knowledge for teaching mathematics based on ways in which this knowledge has been used in research of mathematics teachers. It discusses the theoretical perspective of reflective awareness used to frame the study on mathematics teachers’ learning being reported. While there is general understanding that mathematics teachers’ knowledge specific to teaching mathematics [MTK] consists of knowledge of mathematics for teaching and knowledge of
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