What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views

The purpose of this article is to contribute to the discussion of mathematics teacher knowledge, and the question of what makes it specialized. In the first part of the article, central orientations in conceptualizing mathematics teacher knowledge are identified and the more serious limitations of t...

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Bibliographic Details
Published in:International journal of science and mathematics education 2019-01, Vol.17 (1), p.153-172
Main Authors: Scheiner, Thorsten, Montes, Miguel A., Godino, Juan D., Carrillo, José, Pino-Fan, Luis R.
Format: Article
Language:English
Subjects:
Education
Knowledge
Knowledge Base for Teaching
Mathematical analysis
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Science Education
Specialization
Teachers
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Summary:The purpose of this article is to contribute to the discussion of mathematics teacher knowledge, and the question of what makes it specialized. In the first part of the article, central orientations in conceptualizing mathematics teacher knowledge are identified and the more serious limitations of the grounds on which they stand are explicated. In the second part of the article, alternative views are offered to each of these orientations that direct attention to underexplored issues about what makes mathematics teacher knowledge specialized. Collectively, these alternative views suggest that specialization in mathematics teacher knowledge cannot be comprehensively accounted for by ‘what’ teachers know, but rather by ‘how’ teachers’ knowing comes into being. We conclude that it is not a kind of knowledge but a style of knowing that signifies specialization in mathematics teacher knowledge.
ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-017-9859-6