for the learning of mathematics

Ann Kajander ,  Ralph Mason ,  Peter Taylor ,  Edward Doolittle ,  Tom Boland ,  Dan Jarvis and  Wes Maciejewski - Vol. 30 Num. 3 (2010)
 Multiple visions of teachers’ understandings of mathematics


In this dialog, the notion of mathematical understanding as might be needed by classroom teachers is critically examined by mathematics educators, mathematicians, and a classroom teacher, based on the outcomes of recent work with expert classroom teachers. Terminology, assumptions and examples are discussed and analysed from a number of points of view. Ultimately, the goal is to construct common ground from which appropriate mathematics courses for future teachers might be developed and taught. The need for common terminology and a unifying framework from which to work becomes apparent as multiple interpretations and visions are discussed.


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