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Research in Mathematics Education Volume 15, 2013 - Issue 3
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Research papers

Using the Knowledge Quartet to quantify mathematical knowledge in teaching: the development of a protocol for Initial Teacher Education

Tracy L. WestonDepartment of Curriculum and Instruction, University of Alabama, Tuscaloosa, AL, USACorrespondence[email protected]
Pages 286-302 | Published online: 22 Nov 2013

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Read on this site (2)

Julian Moodliar & Deepa Gopal. (2021) Failing to Capitalise on Contingent Events: An Investigation into a Secondary Mathematics Teacher’s Responses to Triggers of Contingency During the Teaching of Algebra. Africa Education Review 18:5-6, pages 91-112.
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Tracy L. Weston & Shannon C. Henderson. (2015) Coherent Experiences: The New Missing Paradigm in Teacher Education. The Educational Forum 79:3, pages 321-335.
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Articles from other publishers (5)

Yvonne Lai, Alyson E. Lischka, Jeremy F. Strayer & Kingsley Adamoah. (2023) Characterizing prospective secondary teachers’ foundation and contingency knowledge for definitions of transformations. The Journal of Mathematical Behavior 70, pages 101030.
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Julian Moodliar & Lawan Abdulhamid. (2021) Novice and expert Grade 9 teachers’ responses to unexpected learner offers in the teaching of algebra. Pythagoras 42:1.
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Seyum Getenet & Rosemary Callingham. (2019) Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge. Mathematics Education Research Journal 33:2, pages 201-221.
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Charalambos Y. Charalambous. (2019) Reflecting on the troubling relationship between teacher knowledge and instructional quality and making a case for using an animated teaching simulation to disentangle this relationship. ZDM 52:2, pages 219-240.
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Bárbara Silva Gumiero & Vinícius Pazuch. (2020) Knowledge Quartet: dimensões, pesquisas e reflexões sobre o conhecimento profissional do professor que ensina matemática. Bolema: Boletim de Educação Matemática 34:66, pages 268-293.
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