Enacting Mathematical Knowledge for Teaching in the Teaching Practice of Giving Explanations

• In Event: Research on Mathematics Teacher Knowledge and Instructional Quality

Abstract

Teacher knowledge matters for student learning. Yet, understanding how teacher knowledge and student learning are linked requires several intermediate steps. One important step is understanding how teachers’ knowledge is enacted in teaching. Drawing on the theory of mathematical knowledge for teaching and a view of knowledge as situated, this paper presents research from a study investigating how teachers’ knowledge is enacted while carrying out the teaching practice of giving explanations. Findings indicate that although teachers may have similar knowledge bases, they enact the same teaching practice in very different ways. These findings provide support for looking more deeply at how knowledge is enacted in teaching.

Author

• Rachel B Snider, University of Michigan - Ann Arbor