id: 06434167
dt: a
an: 2015c.00417
au: Foster, Colin; Wake, Geoff; Swan, Malcolm
ti: Mathematical knowledge for teaching problem solving: lessons from lesson
study.
so: Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
3. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 97-104
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: D50 D39
ut: problem solving; mathematical knowledge for teaching; mathematical process
knowledge; pedagogical process knowledge
ci:
li:
ab: Summary: Although the importance of mathematical problem solving is now
widely recognised, relatively little attention has been given to the
conceptualisation of mathematical processes such as representing,
analysing, interpreting and communicating. The construct of
mathematical knowledge for teaching is generally interpreted in terms
of mathematical content, and in this paper we describe our initial
attempts to broaden MKT to include mathematical process knowledge (MPK)
and pedagogical process knowledge (PPK). We draw on data from a
problem-solving-focused lesson-study project to highlight and exemplify
aspects of the teachers’ PPK and the implications of this for our
developing conceptualisation of the mathematical knowledge needed for
teaching problem solving.
rv: