Abstract
Some of mathematics teaching is routine, like an exercise from a textbook for which you have received instruction and already know what to do. On other occasions, however, teaching mathematics is challenging, involving problems of teaching for which the solutions may not be readily apparent. These situations require the application of mathematical knowledge in concert with other types of knowledge for teaching. In this article, we explore the idea that teachers of mathematics act as applied mathematicians in applying mathematical knowledge to the resolution of teaching problems. This task involves the complex interplay of mathematical and teaching knowledge and processes of problem solving with success judged according to how well students learn. The article discusses these ideas through an examination of seven scenarios.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Canadian Journal of Science, Mathematics and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
