Crisan, C; (2019) Empowering teachers conceptually and pedagogically through supporting them in seeing connections between school mathematics and relevant advanced mathematics knowledge. In: Proceedings of The Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). CERME11: Utrecht, the Netherlands.

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Abstract

Since ‘advanced mathematics knowledge’ (AMK) was first conceptualized by Zaskis and Leikin (2009), researchers have striven to determine whether teachers’ ability to identify explicit connections between AMK and the mathematics taught in school is a rare gift of only a few teachers or whether specific prompting is needed to develop this ability in teachers. In this paper we provide empirical evidence showing that those teachers who attended a CPD designed to support them to ‘see’ and make explicit such connections, have increased their awareness of the implications for the teaching and learning of school mathematics topics in ways that allow for creating a solid foundation for development of further, more advanced ideas in the school mathematics curriculum. We thus propose that any mathematics teacher, irrespective of their academic background, could benefit from professional development opportunities where explicit guidance is provided in terms of the relevant AMK and how it informs school mathematics teaching and learning.

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