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Book reviews

The math teachers know: profound understanding of emergent mathematics

References

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  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, A. J., Klusman, U., … Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
  • Davis, B. (2011). Mathematics teachers’ subtle, complex disciplinary knowledge. Science, 33, 1506–1507.
  • Davis, B., & Renert, M. (2009). Mathematics-for-teaching as shared dynamic participation. For the Learning of Mathematics, 29(3), 37–43.
  • Davis, B., & Renert, M. (2013). Profound understanding of emergent mathematics: Broadening the construct of teachers’ disciplinary knowledge. Educational Studies in Mathematics, 82, 245–265. doi:10.1007/s10649-012-9424-8
  • Davis, B., & Simmt, E. (2006). Mathematics-for-teaching: An ongoing investigation of the mathematics that teachers (need to) know. Educational Studies in Mathematics, 61, 293–319. doi:10.1007/s10649-006-2372-4
  • Ma, L. (1999). Knowing and Teaching Elementary Mathematics. Mahwah, NJ: Lawrence Erlbaum.
  • Ruthven, K. (2011). Conceptualising mathematical knowledge in teaching. In T. Rowland & K. Ruthven (Eds.), Mathematical Knowledge in Teaching (pp. 83–96). London: Springer.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/0013189X015002004

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