Stevenson, Mary (2015) Review: The Math Teachers Know: Profound Understanding of Emergent Mathematics. Research in Mathematics Education, 17 (2). pp. 157-159. ISSN 1479-4802
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Abstract
This book develops a powerful set of understandings about the nature of mathematics for teaching. The authors conceptualise mathematics knowledge for teaching as an adaptive and emergent system, within the framework of complexity science, presenting a fuller picture of the study reported on in Davis and Renert (2013). They discuss the development and part formalisation of ‘concept study’ work with mathematics teachers in which they have been engaged for some time (see e.g. Davis and Simmt, 2006, Davis and Renert, 2009). Arguing that mathematics knowledge for teaching is distributed and tacit, they make a persuasive case for the importance of collective action in the production of mathematics-for-teaching.
| Item Type: | Article |
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| Additional Information and Comments: | This is an Accepted Manuscript of an article published by Taylor & Francis in on 20 July 2015, available online: http://www.tandfonline.com/doi/full/10.1080/14794802.2015.1035742." |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Mary Stevenson |
| Date Deposited: | 01 Aug 2017 13:12 |
| Last Modified: | 11 Nov 2024 10:30 |
| URI: | https://hira.hope.ac.uk/id/eprint/1155 |
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