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The quality of primary and secondary school mathematics teaching is
generally agreed to depend crucially on the subject-related
knowledge of the teacher. However, there is increasing recognition
that effective teaching calls for distinctive forms of
subject-related knowledge and thinking. Thus, established ways of
conceptualizing, developing and assessing mathematical knowledge
for teaching may be less than adequate. These are important issues
for policy and practice because of longstanding difficulties in
recruiting teachers who are confident and conventionally
well-qualified in mathematics, and because of rising concern that
teaching of the subject has not adapted sufficiently. The issues to
be examined in Mathematical Knowledge in Teaching are of
considerable significance in addressing global aspirations to raise
standards of teaching and learning in mathematics by developing
more effective approaches to characterizing, assessing and
developing mathematical knowledge for teaching.
The NATO Advanced Research Workshop on Mathematics Education and
Technology was held in Villard-de-Lans, France, between May 6 and
11, 1993. Organised on the initiative of the BaCoMET (Basic
Components of Mathematics Education for Teachers) group
(Christiansen, Howson and Otte 1986; Bishop, Mellin-Olsen and van
Dormolen 1991), the workshop formed part of a larger NATO programme
on Advanced Educational Technology. Some workshop members had
already participated in earlier events in this series and were able
to contribute insights from them: similarly some members were to
take part in later events. The problematic for the workshop drew
attention to important speculative developments in the applications
of advanced information technology in mathematics education over
the last decade, notably intelligent tutoring, geometric
construction, symbolic algebra and statistical analysis. Over the
same period, more elementary forms of information technology had
started to have a significant influence on teaching approaches and
curriculum content: notably arithmetic and graphic calculators;
standard computer tools, such as spreadsheets and databases; and
computer-assisted learning packages and computer microworlds
specially designed for educational purposes.
The quality of primary and secondary school mathematics teaching is
generally agreed to depend crucially on the subject-related
knowledge of the teacher. However, there is increasing recognition
that effective teaching calls for distinctive forms of
subject-related knowledge and thinking. Thus, established ways of
conceptualizing, developing and assessing mathematical knowledge
for teaching may be less than adequate. These are important issues
for policy and practice because of longstanding difficulties in
recruiting teachers who are confident and conventionally
well-qualified in mathematics, and because of rising concern that
teaching of the subject has not adapted sufficiently. The issues to
be examined in Mathematical Knowledge in Teaching are of
considerable significance in addressing global aspirations to raise
standards of teaching and learning in mathematics by developing
more effective approaches to characterizing, assessing and
developing mathematical knowledge for teaching.
A significant driver of recent growth in the use of mathematics in
the professions has been the support brought by new technologies.
Not only has this facilitated the application of established
methods of mathematical and statistical analysis but it has
stimulated the development of innovative approaches. These changes
have produced a marked evolution in the professional practice of
mathematics, an evolution which has not yet provoked a
corresponding adaptation in mathematical education, particularly at
school level. In particular, although calculators -- first
arithmetic and scientific, then graphic, now symbolic -- have been
found well suited in many respects to the working conditions of
pupils and teachers, and have even achieved a degree of official
recognition, the integration of new technologies into the
mathematical practice of schools remains marginal. It is this
situation which has motivated the research and development work to
be reported in this volume. The appearance of ever more powerful
and portable computational tools has certainly given rise to
continuing research and development activity at all levels of
mathematical education. Amongst pioneers, such innovation has often
been seen as an opportunity to renew the teaching and learning of
mathematics. Equally, however, the institutionalization of
computational tools within educational practice has proceeded at a
strikingly slow pace over many years.
Developing Research in Mathematics Education is the first book in
the series New Perspectives on Research in Mathematics Education,
to be produced in association with the prestigious European Society
for Research in Mathematics Education. This inaugural volume sets
out broad advances in research in mathematics education which have
accumulated over the last 20 years through the sustained exchange
of ideas and collaboration between researchers in the field. An
impressive range of contributors provide specifically European and
complementary global perspectives on major areas of research in the
field on topics that include: the content domains of arithmetic,
geometry, algebra, statistics, and probability; the mathematical
processes of proving and modeling; teaching and learning at
specific age levels from early years to university; teacher
education, teaching and classroom practices; special aspects of
teaching and learning mathematics such as creativity, affect,
diversity, technology and history; theoretical perspectives and
comparative approaches in mathematics education research. This book
is a fascinating compendium of state-of-the-art knowledge for all
mathematics education researchers, graduate students, teacher
educators and curriculum developers worldwide.
Developing Research in Mathematics Education is the first book in
the series New Perspectives on Research in Mathematics Education,
to be produced in association with the prestigious European Society
for Research in Mathematics Education. This inaugural volume sets
out broad advances in research in mathematics education which have
accumulated over the last 20 years through the sustained exchange
of ideas and collaboration between researchers in the field. An
impressive range of contributors provide specifically European and
complementary global perspectives on major areas of research in the
field on topics that include: the content domains of arithmetic,
geometry, algebra, statistics, and probability; the mathematical
processes of proving and modeling; teaching and learning at
specific age levels from early years to university; teacher
education, teaching and classroom practices; special aspects of
teaching and learning mathematics such as creativity, affect,
diversity, technology and history; theoretical perspectives and
comparative approaches in mathematics education research. This book
is a fascinating compendium of state-of-the-art knowledge for all
mathematics education researchers, graduate students, teacher
educators and curriculum developers worldwide.
A significant driver of recent growth in the use of mathematics in
the professions has been the support brought by new technologies.
Not only has this facilitated the application of established
methods of mathematical and statistical analysis but it has
stimulated the development of innovative approaches. These changes
have produced a marked evolution in the professional practice of
mathematics, an evolution which has not yet provoked a
corresponding adaptation in mathematical education, particularly at
school level. In particular, although calculators -- first
arithmetic and scientific, then graphic, now symbolic -- have been
found well suited in many respects to the working conditions of
pupils and teachers, and have even achieved a degree of official
recognition, the integration of new technologies into the
mathematical practice of schools remains marginal. It is this
situation which has motivated the research and development work to
be reported in this volume. The appearance of ever more powerful
and portable computational tools has certainly given rise to
continuing research and development activity at all levels of
mathematical education. Amongst pioneers, such innovation has often
been seen as an opportunity to renew the teaching and learning of
mathematics. Equally, however, the institutionalization of
computational tools within educational practice has proceeded at a
strikingly slow pace over many years.
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