Mathematics Teacher’s Specialised Knowledge
A special issue of Mathematics (ISSN 2227-7390). This special issue belongs to the section "Engineering Mathematics".
Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 30871
Special Issue Editor
Special Issue Information
Dear Colleagues,
Since the seminal works of Lee Shulman, the study of teachers’ knowledge has become one of the prioritized objectives in teacher education. In mathematics teachers’ education, this question has been approached using several analytical models, all of them converging on the idea that this knowledge is specific to the teaching profession, a kind of applied mathematics where the content is seen from the perspective of its teaching and learning. This issue is intended to show the state of affairs, highlighting different perspectives on how to cover teachers’ knowledge and their involvement in the training of mathematics teachers.
Prof. Dr. Luis Carlos Contreras-González
Guest Editor
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Keywords
- Mathematics teacher’s specialised knowledge
- teacher training