Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge

Thorsten Scheiner (1)

1 University of Hamburg

This paper attempts to capture some of the breath of frameworks and models on mathematics teachers’ knowledge in order to identify central lessons we have (not yet) learned from past and current approaches in theorizing and conceptualizing a knowledge base for teaching mathematics: there are accounts of the complex and multidimensional nature of teachers’ knowledge but no accounts as to the reorganization of dimensions of teachers’ knowledge in order to be more consistent with a constructivist view on learning and teaching; there are accounts of what teachers’ knowledge is about but no accounts as to a structural description of teachers’ knowledge. The paper highlights several unsettled issues of this research field and certain profitable directions for advancement.

Mots clés: Teacher education/development; teacher knowledge

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Thorsten Scheiner. Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3248-3253. ⟨hal-01289875⟩