Teachers’ Mathematical Knowledge and Practice
Mohan ChinnappanThe day-to-day work of teachers of mathematics is governed by a range of factors not least their knowledge of mathematics that is relevant to their professional work. An emerging field of research is theorising about understandings of mathematics that teachers need to develop in order to support practices that will optimise mathematical learning (Ball, 2000; Ball et al., 2001; Ma, 1999). The outcome of this stream of research has significant implications for the interpretation of teachers’ classroom practices, teachers’ professional standards, teacher education programs, quality professional development programmes, and, ultimately for arguments about professional strength of the community teachers of mathematics. This Round Table Discussion session will provide a forum for researchers to share their views and findings on the following issues. Colleagues are also invited to suggest new lines of inquiry that has the potential to add to the current debates about teachers’ mathematical knowledge and the teaching of mathematics. _ Teacher’s understanding of subject matter knowledge from a pedagogical perspective; _ Mathematical Knowledge for Teaching (Ball et al, 2008); _ Relations between courses in mathematics and practice; _ Teachers’ subject matter knowledge and representational fluency _ Teachers’ subject matter knowledge and students learning outcomes