Opening Another Black Box: Researching Mathematics for Teaching in Mathematics Teacher Education.

By Jill Adler, Z. Davis. 2006

233 citations recorded by the source corpus.

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Proof constructions and evaluations (2009, background): “Fifth, following theory on mathematical knowledge for teaching (e.g., Adler & Davis, 2006; Ball & Bass, 2000), we tried as much as possible to contextualize prospective teachers’ mathematical work in realistic pedagogical situations (see Stylianides & Stylianides, 2009b).”
What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views (2018, background): “The literature on mathematical knowledge for teaching also identifies various disciplinespecific practices of transformation, often described in terms of exemplifying, explaining, mathematics content in ways that are accessible to students (Adler & Davis, 2006; Ball & Bass, 2000; Ma, 1999).”
Theories of mathematics education: Is plurality a problem? (2006, background): “Adler and Davis (forthcoming) point out that a major obstacle in the development of accepted knowledge in mathematics for teaching may well be the strength of the grammar of the former and the weakness of the latter.”
Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving (2008, background): “This article is situated in the body of research that focuses on the notion of mathematical knowledge for teaching—the particular form of mathematical knowledge that is useful for, and usable in, the work that teachers do as they teach mathematics to their students (Ball & Bass, 2000a, 2003b; see al”
Knowledge of algebra for teaching: a framework of knowledge and practices (2012, background): “Adler and Davis (2006) give examples of unpacking in an algebra class, using the frame of “unpacking” to investigate the concept of mathematics for teaching.”
Poverty, inequality and mathematics performance: the case of South Africa’s post-apartheid context (2014, background): “Another node of growing research focused on the challenges of poor mathematical performance of low SES learners, aimed at the dual goal of ‘equity and excellence’, is that of Adler (e.g. 2010) and colleagues (e.g. Adler and Davis 2006).”
Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching (2011, methodology): “Given the analysis above, approaches that focus on the notion of re-contextualisation ( Adler & Davis, 2006 ) may offer insights in this area.”