Mathematical knowledge in teaching: the case of argumentation and proof
(10th January 2008)
University of Cambridge, Faculty of Education (184 Hills Road, CB2 8PQ)
Directions
to the venue
The Programme
Seminar Focus
Points
Paper 1: Yackel, E. (2002) What we can learn from analyzing the teacher’s
role in collective argumentation? Journal of Mathematical Behavior
21 (4) 423440
Introductory remarks by:
Maria Goulding
and Marie Joubert Gibbs
Paper 2: Stylianides, A. J. & Ball, D. L. (in press) Understanding
and describing mathematical knowledge for teaching: Knowledge about proof
for engaging students in the activity of proving. Journal of Mathematics
Teacher Education.
Introductory remarks by:
Andreas Stylianides
Cathy Smith
Paper 3: Knuth, E. J. (2002) Teachers’ conceptions of proof in the
context of secondary school mathematics. Journal of Mathematics Teacher
Education 5(1) 61–88
Introductory remarks by:
Johannes Siemons
Discussion Group 1: Conceptualising and theorising mathematical knowledge
in teaching.
Summary
Discussion Group 2: Auditing and assessing mathematical knowledge in
teaching.
Summary
Discussion Group 3: Developing and deepening mathematical knowledge in
teaching.
Summary
© 2008 Tim Rowland
