Teacher knowledge and understanding of students’ mathematical learning and thinking

Abstract

It is widely accepted today that teachers should be aware of, and knowledgeable about, students’ mathematical learning. It is believed that such awareness and knowledge signifi cantly contribute to various aspects of the practice of teaching. In this chapter, we critically examine this commonly held belief. We begin this chapter by interpreting what one might mean by teacher knowledge and understanding of students’ mathematical learning. Then we move to examining possible implications of such teacher knowledge on instruction. The third part of this chapter examines the assumption that teacher knowledge and understanding of students’ mathematical learning is essential for good teaching in light of different theoretical perspectives. The fourth part discusses pre- and in-service teacher education that focus on different aspects of students’ mathematical learning. Finally, we conclude this chapter by suggesting issues for further research.