Understanding and Supporting Teacher Horizon Knowledge around Limits: A Framework for Evaluating Textbooks for Teachers

Autor/inn/en	Kajander, Ann; Lovric, Miroslav
Titel	Understanding and Supporting Teacher Horizon Knowledge around Limits: A Framework for Evaluating Textbooks for Teachers
Quelle	In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 7, S.1023-1042 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kajander, Ann) ORCID (Lovric, Miroslav)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1301583
Schlagwörter	Textbooks; Elementary School Mathematics; Mathematics Instruction; Mathematics Teachers; Elementary School Teachers; Teacher Education; Foreign Countries; Problem Based Learning; Mathematical Models; Pedagogical Content Knowledge; Canada + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehrerausbildung; Lehrerbildung; Ausland; Problem-based learning; Problemorientiertes Lernen; Mathematical model; Mathematisches Modell; Pädagogische Kompetenz; Kanada
Abstract	As part of recent scrutiny of teacher capacity, the question of teachers' content knowledge of higher level mathematics emerges as important to the field of mathematics education. Elementary teachers in North America and some other countries tend to be subject generalists, yet it appears that some higher level mathematics background may be appropriate for teachers. An initial examination of a small sample of textbooks for teachers suggested the existence of a wide array of treatments and depth and quality of mathematics coverage. Based on the literature, a new framework was created to assess the mathematical quality of treatments for both specialized knowledge and horizon knowledge in mathematics textbooks for teachers. The framework was tested on a sample topic of the circle area formula derivation, chosen because it draws heavily on both specialized and horizon knowledge. The framework may contribute to similar analyses of other topics in a broader range of resources, in the overall quest to better describe the details of what constitutes appropriate mathematics horizon knowledge for teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01