The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers' Mathematics Knowledge

Turner, Fay and Rowland, Tim (2011) The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers' Mathematics Knowledge. In: Mathematical Knowledge in Teaching. Springer, Dordrecht, pp. 195-212. ISBN 978-90-481-9765-1

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Abstract

In this chapter we present some findings from a study which evaluated the effectiveness of one classroom-based approach to the development of elementary mathematics teaching. This approach drew on earlier research into teachers’ mathematical content knowledge at the University of Cambridge, when a framework for the analysis of mathematics teaching - the Knowledge Quartet - was developed. The chapter begins with a rationale for our focus on teachers’ content knowledge in action in the classroom and a brief description of the study which led to the development of the Knowledge Quartet. It then proceeds to a report of the longitudinal study in which this framework was used to identify and develop a group of beginning teachers’ mathematics content knowledge for teaching.

Item Type: Book Section
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Pure Connector
Date Deposited: 28 Nov 2013 14:36
Last Modified: 29 Oct 2020 01:11
URI: https://ueaeprints.uea.ac.uk/id/eprint/44798
DOI: 10.1007/978-90-481-9766-8_12

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