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From a Personal to a Pedagogically Powerful Understanding of School Mathematics

Crisan, C; (2022) From a Personal to a Pedagogically Powerful Understanding of School Mathematics. In: Gericke, N and Olin-Schelle, C and Stolare, M and Hudson, B, (eds.) International Perspectives on Powerful Knowledge and Epistemic Quality: Implications for Innovation in Teacher Education Policy and Practice. Bloomsbury Publishing. Bloomsbury Academic: London, UK. (In press).

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Abstract

Teachers’ powerful pedagogical knowledge consist of a teacher’s awareness of how school maths topics are instances of more advanced maths ideas; such an awareness would empower teachers in supporting students’ learning in ways that allow for creating a solid foundation for development of more advanced ideas of the discipline of mathematics. In this chapetr we explore how engagement with a body of relevant advanced mathematics knowledge could empower teachers not just conceptually, but also pedagogically, thus situating the study of advanced mathematics in relation not only to school mathematics content, but also its teaching. Through engagement with the formal and abstract aspects of functions, the teachers involved in a professional development workshop became aware of how to better approach the teaching about this and related maths topics at different levels of school education. In particular, a form of knowing that included an explicit awareness about the manifestations of relevant advanced mathematics knowledge in the school mathematics curriculum was found to help the teachers realise the limitations of the various representations of functions that were already part of their teaching repertoire and thus empowered them to appreciate better the challenges their students encounter along the trajectory towards development an understanding of functions. Implications for the mathematical preparation and professional development of teachers are considered. This study indicates that support is needed for teachers to develop their knowledge of advanced mathematics in ways that can become productive for teaching.

Type: Book chapter
Title: From a Personal to a Pedagogically Powerful Understanding of School Mathematics
ISBN-13: 9781350178403
Publisher version: https://www.bloomsbury.com/uk/international-perspe...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10122128
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