Knowledge and Teaching

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Solution Spaces of Multiple-Solution Connecting Tasks as a Mirror of the Development of Mathematics Teachers’ Knowledge (2008, background): “In our study we address the epistemological complexity of teachers’ knowledge by integrating two theoretical perspectives regarding teachers’ knowledge (eg, Kennedy, 2002 ; Shulman, 1986 ; for elaboration of the model see Leikin, 2006a ).”
‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation (2012, background): “example, listed by Shulman (1987) and, more recently, Kennedy (2002)—shape teachers’ arguments.”
Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks (2007, methodology): “ Kennedy (2002) classified teachers’ knowledge according to the sources of its development.”