Eric de Corte & Lieven Verschaffel (Eds) (2007). Analyzing mathematics classroom cultures and practices. Themanummer International Journal of Educational Research, 46 (5), 247-326.
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C. P., & Loef, M. (1989). Using knowledge of children’s math ematics thinking in classroom teach ing: An experimental study. American Educational Research Journal, 26, 499–531.
Charalambos Y. Charalambous & Heather C. Hill (2012). Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Journal of Curriculum Studies, 44, 443-466. abstract
Heather C. Hill & Charalambos Y. Charalambous (2012). Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem. Journal of Curriculum Studies, 44, 467-487. abstract
Zorgelijk: Boales & Staples (2008) genoemd als serieus onderzoek, wat het natuurlijk niet is.
- In sum, then, this paper suggests that, although important for teaching ‘connected mathematics’, rich curriculum materials should be accompanied by sufficient MKT to be enacted as intended by their curriculum developers. This resonates with the idea that ‘worthwhile tasks alone are not sufficient for effective teaching’ (NCTM 2000: 17) and that to enact these tasks teachers need several different kinds of deep and flexible mathematical knowledge.
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- Hill, H. C., Blunk, M., Charalambous, C. Y., Lewis, J., Phelps, G. C., Sleep, L. and Ball, D. L. (2008) Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26, 430–511.
Charalambos Y. Charalambous , Heather C. Hill & Rebecca N. Mitchell (2012). Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality. Journal of Curriculum Studies, 44, 489-513. abstract
Heather C. Hill & Charalambos Y. Charalambous (2012). Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Journal of Curriculum Studies, 44, 559-576. abstract
- By design, curriculum materials will always be limited in the level of support they provide to teachers; similarly, just like the nine teachers featured in these papers, teachers will always differ in their MKT levels. Recognizing these realities suggests that more effort and resources should be invested in understanding how limitations in curricula can be compensated by teacher knowledge, and vice versa, how limitations in teachers’ knowledge can be compensated by the affordances of the curriculum materials. These understandings could, in turn, inform teacher education and textbook development. It is here that the challenge lies for researchers, curriculum developers, and practitioners alike.
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Laurie Sleep & Samuel L. Eskelson (2012): MKT and curriculum materials are only part of the story: Insights from a lesson on fractions. Journal of Curriculum Studies, 44, 537-558. abstract
Jennifer M. Lewis & Merrie L. Blunk (2012): Reading between the lines: Teaching linear algebra. Journal of Curriculum Studies, 44, 515-536abstract
Hill, Heather C.; Umland, Kristin; Litke, Erica; Kapitula, Laura R. (2012). Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice. American Journal of Education, v118 n4 p489-519 Aug 2012 [nog niet gezien] abstract
- Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice.
Tom Braams & Marisca Milikowski (Red.) (2008). De gelukkige rekenklas. Boom. inhoudsopgave
http://www.benwilbrink.nl/projecten/rekenklas.htm
http://goo.gl/qhl3m