Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

References

• Askew , M. , M. Brown , V. Rhodes , D. Johnson , and D. Wiliam . 1997 . Effective teachers of numeracy . Report of a study carried out for the Teacher Training Agency 1995–6 by the School of Education, King's College , London .
   Google Scholar
• Ball , D.L. , Thames , M.H. and Phelps , G. 2008 . Content knowledge for teaching: what makes it special? . Journal of Teacher Education , 59 ( 5 ) : 389 – 407 .
   Web of Science ®Google Scholar
• Calderhead , J. and Shorrock , S.B. 1997 . Understanding teacher education: case studies in the professional development of beginning teachers , London : Falmer .
   Google Scholar
• Carpenter , T.P. and Moser , J.M. 1984 . The acquisition of addition and subtraction concepts in grades one through three . Journal for Research in Mathematics Education , 15 ( 3 ) : 179 – 202 .
   Google Scholar
• Cobb , P. and McClain , K. 2001 . “ An approach for supporting teachers’ learning in social context ” . In Making sense of mathematics teacher education , Edited by: Lin , Fou-Lai and Cooney , T. 207 – 31 . Dordrecht : Kluwer .
   Google Scholar
• Cobb , P. , Yackel , E. and Wood , T. 1991 . “ Curriculum and teacher development: psychological and anthropological perspectives ” . In Integrating research on teaching and learning mathematics , Edited by: Fennema , E. , Carpenter , T.P. and Lamon , S.J. 83 – 120 . Albany , NY : SUNY Press .
   Google Scholar
• Even , R. 1999 . Integrating academic and practical knowledge in a teacher leaders’ development program . Educational Studies in Mathematics , 38 ( 3 ) : 235 – 52 .
   Google Scholar
• Gelman , R. and Gallistel , C.R. 1978 . The child's understanding of number , Cambridge , MA : Harvard University Press .
   Google Scholar
• Glaser , B.G. and Strauss , A.L. 1967 . The discovery of grounded theory: strategies for qualitative research , New York : Aldine de Gruyter .
   Google Scholar
• Hodgen , J. and Johnson , D. 2004 . “ Teacher reflection, identity and belief change in the context of primary CAME ” . In Primary mathematics and the developing professional , Edited by: Millett , A. , Brown , M. and Askew , M. 219 – 44 . Dordrecht : Kluwer .
   Google Scholar
• Jaworski , B. 2006 . Theory and practice in mathematics teaching development: critical inquiry as a mode of learning teaching . Journal of Mathematics Teacher Education , 9 : 187 – 211 .
   Google Scholar
• Jaworski , B. 2007 . “ Theoretical perspectives as a basis for research in LCM and ICTML ” . In Learning Communities in Mathematics , Edited by: Jaworski , B. , Fuglestad , A. , Bjuland , R. , Breiteig , T. , Goodchild , S. and Grevholm , B. 121 – 38 . Bergen : Caspar Forlag .
   Google Scholar
• Kuhs , T.M. and Ball , D.L. 1986 . Approaches to mathematics: mapping the domains of knowledge, skills and dispositions , East Lansing : Michigan State University, National Center for Research on Teacher Education .
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: legitimate peripheral participation , New York : Cambridge University Press .
   Google Scholar
• Lerman , S. 2001 . “ A review of research perspectives on mathematics teacher education ” . In Making sense of mathematics teacher education , Edited by: Lin , F–L. and Cooney , T. 33 – 52 . Dordrecht : Kluwer .
   Google Scholar
• Ma , L. 1999 . Knowing and teaching elementary mathematics: teachers’ understanding of fundamental mathematics in China and the United States , London : Lawrence Erlbaum .
   Google Scholar
• Mason , J. and Spence , M. 1999 . Beyond mere knowledge of mathematics: the importance of knowing-to act in the moment . Educational Studies in Mathematics , 38 : 135 – 61 .
   Google Scholar
• Miles , M.B. and Huberman , M. 1994 . Qualitative data analysis: an expanded source book , London : Sage .
   Google Scholar
• Millett , A. and Bibby , T. 2004 . “ The context for change ” . In Primary mathematics and the developing professional , Edited by: Millett , A. , Brown , M. and Askew , M. 1 – 17 . Dordrecht : Kluwer .
   Google Scholar
• Rowland , T. , Huckstep , P. and Thwaites , A. 2005 . Elementary teachers’ mathematics subject knowledge: the Knowledge Quartet and the case of Naomi . Journal of Mathematics Teacher Education , 8 : 255 – 81 .
   Google Scholar
• Rowland , T. , Martyn , S. , Barber , A. and Heal , C. 2000 . Primary teacher trainees’ mathematics subject knowledge and classroom performance . Research in Mathematics Education , 2 : 3 – 18 .
   Google Scholar
• Rowland , T. , Turner , F. , Thwaites , A. and Huckstep , P. 2009 . Developing primary mathematics teaching , London : Sage .
   Google Scholar
• Schön , D.A. 1983 . The reflective practitioner , New York : Basic Books .
   Google Scholar
• Shulman , L. 1986 . Those who understand, knowledge growth in teaching . Educational Researcher , 15 ( 2 ) : 4 – 14 .
   Google Scholar
• Shulman , L. 1987 . Knowledge and teaching: foundations of the new reform . Harvard Educational Review , 57 ( 1 ) : 1 – 22 .
   Web of Science ®Google Scholar
• Spillane , J.P. 1999 . External reform initiatives and teachers’ efforts to reconstruct their practice: the mediating role of teachers’ zones of enactment . Journal of Curriculum Studies , 31 ( 2 ) : 143 – 75 .
   Web of Science ®Google Scholar
• Stake , R.E. 2006 . Multiple case study analysis , New York : Guilford Press .
   Google Scholar
• Stigler , J. and Hiebert , J. 1999 . The teaching gap: best ideas from the world's teachers for improving education in the classroom , New York , N.Y : Summit Books .
   Google Scholar
• Stronge , J. , Ward , T. and Grant , L. 2011 . What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and pupil achievement . Journal of Teacher Education , 62 : 339 – 47 .
   Web of Science ®Google Scholar
• Turner-Bisset , R. and Nichol , J. 1998 . A sense of professionalism: the impact of 20-day courses in subject knowledge on the professional development of teachers . Teacher Development , 2 ( 3 ) : 433 – 54 .
   Google Scholar
• Ward-Schofield , J. 2002 . “ Increasing the generalizability of qualitative research ” . In The qualitative researcher's companion , Edited by: Huberman , A.M. and Miles , M.B. London : Sage .
   Google Scholar
• Wenger , E. 1998 . Communities of practice: learning meaning and identity , Cambridge : Cambridge University Press .
   Google Scholar
• Williams , P. 2008 . Independent review of mathematics teaching in early years settings and primary schools , Department for Children, Schools and Families (DfCSF) .
   Google Scholar
• Wilson , S. and Cooney , T. 2002 . “ Mathematics teacher change and development ” . In Beliefs: a hidden variable in mathematics education? , Edited by: Leder , G.C. , Pehkonen , E. and Törner , G. 127 – 47 . Dordrecht : Kluwer .
   Google Scholar
• Wood , T. 1999 . Creating a context for argument in mathematics class . Journal for Research in Mathematics Education , 30 ( 2 ) : 171 – 91 .
   Web of Science ®Google Scholar