151
Views
0
CrossRef citations to date
0
Altmetric
Articles

The complex and integrated nature of a mathematics lecturer’s specialized knowledge

ORCID Icon & ORCID Icon
Pages 1896-1913 | Received 14 Oct 2021, Published online: 08 Aug 2022

References

  • Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
  • Breen, S., Meehan, M., O’Shea, A., & Rowland, T. (2018). An analysis of university mathematics teaching using the knowledge quartet. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, & N. M. Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (pp. 394–403). University of Agder and INDRUM.
  • Carrillo, J., Climent, N., Contreras, L. C., & Muñoz-Catalán, M. C. (2013). Determining specialised knowledge for mathematics teaching. In B. Ubuz, Ç Haser, & M. A. Mariotti (Eds.), Proceedings of the CERME 8 (pp. 2985–2994). Middle East Technical University.
  • Carrillo, J., Climent, N., Montes, M., Contreras, L., Flores-Medrano, E., Escudero-Ávila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-Gonzaléz, A., Ribeiro, M., & Muñoz-Catalán, M. C. (2018). The mathematics teacher’s specialised knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236–253. https://doi.org/10.1080/14794802.2018.1479981
  • Davis, B., & Renert, M. (2013). Profound understanding of emergent mathematics: Broadening the construct of teachers’ disciplinary knowledge. Educational Studies in Mathematics, 82(2), 245–265. https://doi.org/10.1007/s10649-012-9424-8
  • Delgado-Rebolledo, R., & Zakaryan, D. (2020). Relationships between the knowledge of practices in mathematics and the pedagogical content knowledge of a mathematics lecturer. International Journal of Science and Mathematics Education, 18(3), 567–587. https://doi.org/10.1007/s10763-019-09977-0
  • Delgado-Rebolledo, R., Zakaryan, D., & Alfaro-Carvajal, C. (2022). El conocimiento de la práctica matemática [The knowledge of practices in mathematics]. In J. Carrillo, M. A. Montes, & N. Climent (Eds.), Investigación sobre el conocimiento especializado del profesor de matemáticas (MTSK): 10 años de camino (pp. 57–69). Dykinson.
  • Döhrmann, M., Kaiser, G., & Blömeke, S. (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM Mathematics Education, 44(3), 325–340. https://doi.org/10.1007/s11858-012-0432-z
  • Espinoza-Vásquez, G., Zakaryan, D., & Carrillo, J. (2018). El conocimiento especializado del profesor de matemáticas en el uso de la analogía en la enseñanza del concepto de función [The mathematics teacher's specialized knowledge in the use of analogy on teaching the function concept]. Revista Latinoamericana de Investigación en Matemática Educativa, 21(3), 301–324. https://doi.org/10.12802/relime.18.2133
  • Firouzian, S., & Speer, N. (2015). Integrated mathematics and science knowledge for teaching framework: Knowledge used in teaching applied derivative problems. In Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education (pp. 524–536). SIGMAA on RUME.
  • Habbard, J., & Habbard, B. (2007). Vector calculus, linear algebra, and differential forms: A unified approach. Matrix Editions.
  • Harel, G. (2021). The learning and teaching of multivariable calculus: A DNR perspective. ZDM–Mathematics Education, 53, 709–721. https://doi.org/10.1007/s11858-021-01223-8
  • Li, Y., Huang, R., & Yang, Y. (2011). Characterizing expert teaching in school mathematics in China – A prototype of expertise in teaching mathematics. In Y. Li, & G. Kaiser (Eds.), Expertise in mathematics instruction (pp. 167–195). Springer.
  • Marsden, J. E., & Tromba, A. (2012). Vector calculus. W.H Freeman and Company.
  • Martínez-Planell, R., & Trigueros, M. (2021). Multivariable calculus results in different countries. ZDM–Mathematics Education, 53, 695–707. https://doi.org/10.1007/s11858-021-01233-6
  • Mason, J. (2002). Researching your own practice: The discipline of noticing. Routledge.
  • Miller, E. (2018). Mathematical knowledge for teaching examples in precalculus: A collective case study. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 796–806). SIGMAA on RUME.
  • Norton, S. (2019). The relationship between mathematical content knowledge and mathematical pedagogical content knowledge of prospective primary teachers. Journal of Mathematics Teacher Education, 22(5), 489–514. https://doi.org/10.1007/s10857-018-9401-y
  • Rasmussen, C., Marrongelle, K., & Borba, M. C. (2014). Research on calculus: What do we know and where do we need to go? ZDM, 46(4), 507–515. https://doi.org/10.1007/s11858-014-0615-x
  • Rogawski, J. (2012). Calculus: Early transcendentals. W.H Freeman and Company.
  • Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers’ mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255–281. https://doi.org/10.1007/s10857-005-0853-5
  • Scheiner, T., Montes, M. A., Godino, J. D., Carrillo, J., & Pino-Fan, L. R. (2019). What makes mathematics teacher knowledge specialized? Offering alternative views. International Journal of Science and Mathematics Education, 17(1), 153–172. https://doi.org/10.1007/s10763-017-9859-6
  • Schoenfeld, A. H. (2010). How we think. Routledge.
  • Sherin, M. (2002). When teaching becomes learning. Cognition and Instruction, 20(2), 119–150. https://doi.org/10.1207/S1532690XCI2002_1
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
  • Stake, R. (1995). The art of case study research. Sage.
  • Vasco, D., & Climent, N. (2017). Relationships between the knowledge and beliefs about mathematics teaching and learning of two university lecturers in linear algebra. In S. Zehetmeier, B. Rösken-Winter, D. Potari, & M. Ribeiro (Eds.), Proceedings of the ERME Topic conference on Mathematics Teaching, Resources and Teacher Professional Development (pp. 177–186). Humboldt-Universität zu Berlin.
  • Vasco, D., Climent, N., Escudero-Avila, D., & Flores-Medrano, E. (2015). The characterisation of the specialised knowledge of a university lecturer in linear algebra. In K. Krainer, & N. Vondrová (Eds.), Proceedings of the CERME 9 (pp. 3283–3288). ERME. https://hal.archives-ouvertes.fr/hal-01289885.
  • Zakaryan, D., Estrella, S., Espinoza-Vásquez, G., Morales, S., Olfos, R., Flores-Medrano, E., & Carrillo, J. (2018). Relaciones entre el conocimiento de la enseñanza y el conocimiento de las características del aprendizaje de las matemáticas: caso de una profesora de secundaria [Connections between knowledge of mathematics teaching and knowledge of features of learning mathematics: the case of a high-school teacher]. Enseñanza de las Ciencias, 36(2), 105–123. https://doi.org/10.5565/rev/ensciencias.2260

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.