Conceptualising Teachers’ Mathematical Knowledge in Teaching

By Marilena Petrou, Maria Goulding. 2011

154 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ed56acf6219d3f0783d4ab27cdb4b707d19b81be

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Thorsten Scheiner
2. D. Leiss
3. Werner Blum
4. G. Bruckmaier
5. S. Krauss
6. L. Pino-Fan
7. J. Godino
8. S. Schukajlow

In Modeling and Simulation

1. Werner Blum
2. S. Krauss

In Statistics and Probability

1. Werner Blum
2. S. Krauss
3. D. Leiss
4. G. Bruckmaier
5. Thorsten Scheiner
6. J. Godino
7. S. Schukajlow

Citations in the corpus

• Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “An “authentic feeling” of the complexities and the situated nature of classroom life might be required to trigger PCK, which then interacts with other content categories of a teacher’s knowledge in reallife teaching situations (Mason 2008; Petrou and Goulding 2011).”
• What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views (2018, background): “Despite the relatively short time that research on teacher knowledge has existed as a field, the literature is currently shaped by a diversity of conceptualizations of mathematics teacher knowledge (Petrou & Goulding, 2011; Rowland, 2014).”