Exploring Mathematics And Science Teachers¿ Knowledge: Windows Into Teacher Thinking by Hamsa VenkatExploring Mathematics And Science Teachers¿ Knowledge: Windows Into Teacher Thinking by Hamsa Venkat

Exploring Mathematics And Science Teachers¿ Knowledge: Windows Into Teacher Thinking

EditorHamsa Venkat, Marissa Rollnick, John Loughran

Hardcover | May 12, 2014

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Globally, mathematics and science education faces three crucial challenges: an increasing need for mathematics and science graduates; a declining enrolment of school graduates into university studies in these disciplines; and the varying quality of school teaching in these areas. Alongside these challenges, internationally more and more non-specialists are teaching mathematics and science at both primary and secondary levels, and research evidence has revealed how gaps and limitations in teachers¿ content understandings can lead to classroom practices that present barriers to students¿ learning.

This book addresses these issues by investigating how teachers¿ content knowledge interacts with their pedagogies across diverse contexts and perspectives. This knowledge-practice nexus is examined across mathematics and science teaching, traversing schooling phases and countries, with an emphasis on contexts of disadvantage. These features push the boundaries of research into teachers¿ content knowledge. The book¿s combination of mathematics and science enriches each discipline for the reader, and contributes to our understandings of student attainment by examining the nature of specialised content knowledge needed for competent teaching within and across the two domains.

Exploring Mathematics and Science Teachers¿ Knowledgewill be key reading for researchers, doctoral students and postgraduates with a focus on Mathematics, Science and teacher knowledge research.

Hamsa Venkatholds the SA Numeracy Chair at the University of the Witwatersrand, Johannesburg, South Africa.Marissa Rollnickis Chair of Science Education in the Marang Centre for Science and Mathematics Education, University of the Witwatersrand, Johannesburg, South Africa.John Loughranis Foundation Chair in Curriculum and Pedagogy, and...
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Title:Exploring Mathematics And Science Teachers¿ Knowledge: Windows Into Teacher ThinkingFormat:HardcoverDimensions:236 pages, 9.41 × 7.24 × 0.98 inPublished:May 12, 2014Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415713870

ISBN - 13:9780415713870

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Table of Contents

Part 1: Overviews of Mathematics and Science Knowledge for Teaching  Mathematics Teachers¿ Content KnowledgeMike Askew.  Science Teachers¿ Content KnowledgeVanessa Kind  Part 2: Challenges to Current Formulations  Improving PCK and CK in Science TeachersElizabeth Mavhunga.  Recognising and Illuminating Connections in Proportional RelationshipsSarah Bansilal.  Novice Unqualified Graduate Science Teachers¿ Topic Specific Pedagogical Content Knowledge, Content Knowledge and their Beliefs About TeachingPhihlo Pitjeng.  Teaching Division: The Importance of Coherence in What is Made Available to LearnCorin Mathews.  Profiling Chemistry Teachers¿ Changing PCK TrajectoriesMpunki Nakedi Part 3: Applying/Combining Existing Frameworks ¿ New Insights  Planting the Seed: Scaffolding the PCK Development of Pre-Service Science TeachersAdam Bertram and John Loughran.  Teachers¿ Mathematical Discourse in Instruction: Focus on Examples and ExplanationsJill Adler and Hamsa Venkat.  Using Self-Study to Learn New Topics in Chemistry ¿ A Case Study of Three Practising TeachersMarissa Rollnick.  A Love for Mathematical Playfulness as a Key Ingredient of Mathematical Knowledge for TeachingMellony Graven and Marc Schafer.  Developing an Instrument to Assess Grade 12 Teachers¿ Topic Specific PCK in Organic ChemistryBette Davidowitz and Nonkanyiso Vokwana.  Recognizing and Valuing Teachers¿ Professional Knowledge of PracticeJohn Loughran.