Read more
Zusatztext "This book argues convincingly that teaching mathematics is a complex process and teachers need to reflect on fundamental ideas. It raises important questions! provides practical examples! and offers invaluable insights into mathematics teaching. Summing up: Recommended." - H.P. Koirala! Eastern Connecticut State University!in CHOICE! January 2014 Informationen zum Autor Brent Davis is Professor and Distinguished Research Chair in Mathematics Education at the University of Calgary, Canada. Moshe Renert is a noted mathematics educator in Western Canada with extensive teaching experience at secondary and post-secondary levels Klappentext Informed by the most recent research and anchored to the realities of teachers' lives in classrooms, this book focuses on the tacit dimensions of mathematics knowledge that precede and enable their competencies with formal mathematic and make it more available for teaching. Zusammenfassung Informed by the most recent research and anchored to the realities of teachers’ lives in classrooms, this book focuses on the tacit dimensions of mathematics knowledge that precede and enable their competencies with formal mathematic and make it more available for teaching. Inhaltsverzeichnis 1. Teachers’ Mathematics: Framing the Question 2. Knowing and Learning Mathematics: Some Game-Changing Insights 3. Substructing Emergent Mathematics: Cultivating an Open Disposition 4. Concept Study: Co-Constructing Teachers’ Knowledge of Mathematics 5. Pedagogical Problem Solving: The Emergence of a Community of Experts 6. Concept Study in the Classroom: Enacting an Open Way of Being 7. The Mathematics Teachers (Need To) Know: Profound Understanding of Emergent Mathematics
