id: 05882039
dt: a
an: 2011d.00141
au: Russ, Rosemary S.; Sherin, Bruce; Sherin, Miriam Gamoran
ti: Images of expertise in mathematics teaching.
so: Li, Yeping (ed.) et al., Expertise in mathematics instruction. An
international perspective. New York, NY: Springer (ISBN
978-1-4419-7706-9/hbk; 978-1-4419-7707-6/ebook). 41-60 (2011).
py: 2011
pu: New York, NY: Springer
la: EN
cc: B50 D20
ut: teaching expertise; images of teachers; historical perspective; theory of
mathematics education; conceptualisation; research paradigms; current
research on mathematics teaching; crowd estimation
ci:
li: doi:10.1007/978-1-4419-7707-6_3
ab: Summary: In this chapter we present a brief portrait of how researchers
engaged in the study of mathematics teaching have understood teaching
expertise, a portrait that is attentive to the diversity that has
existed and continues to exist in the field. To do so we first adopt a
historical perspective and attempt to capture some of the trends in how
teaching expertise has been conceptualized, with an emphasis on how
these trends were driven by broader changes in educational research. In
particular, we trace the study of mathematics teaching through the
traditions of process-product research, cognitive research,
subject-specific cognitive research, situated cognition research, and
design research. We then provide some sense for the diversity of
perspectives and approaches to mathematics teaching that are currently
prominent by presenting four images of mathematics teaching practice.
We describe how researchers have tacitly conceived of mathematics
teachers as either diagnosticians of studentsâ€™ thinking, conductors
of classroom discourse, architects of curriculum, or river guides who
are flexible in the moments of teaching. An awareness of these images
of expertise will help the field both recognize and situate new images,
allowing us to use them in productive ways to further understand the
work of mathematics teaching.
rv: