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On the relationship between a novice teacher’s mathematical knowedge and teaching actions.
Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
2011 (English)In: Proceedings Fourth Conference on Research in Mathematics Education: MEI 4 Mathematics Teaching Matters / [ed] T. Dooley, D.Corcoran, M. Ryan, St Patrick's College , 2011, 389-400 p.Conference paper (Refereed)
Abstract [en]

The aim of this paper is to examine the relationship between mathematical knowledge for teaching (MKT) and teachers’ actions when teaching mathematics, based on a qualitative case study of a novice mathematics teacher. The empirical data consist of interviews and an observed mathematics lesson during his first year of teaching mathematics. These data have been analysed by coordinating theories on teachers’ goal-oriented actions, action levels and MKT. The results show that at a classroom level, the lesson provides opportunities for using the whole spectrum of MKT. However, in the different situations the teacher mainly draws on common content knowledge (CCK) and aims at maintaining control over the situation.

Place, publisher, year, edition, pages
St Patrick's College , 2011. 389-400 p.
Keyword [en]
Mathematics teachers, Knowledge teaching, MKT
Keyword [sv]
Matematiklärare, Profession, Matematik, Matematikundervisning, MKT
National Category
Research subject
Pedagogics and Educational Sciences
URN: urn:nbn:se:lnu:diva-22387OAI: diva2:566658
Fourth Conference on Research in Mathematics Education, Drumcondra, 23 sept, 2011
Available from: 2012-11-13 Created: 2012-11-09 Last updated: 2014-03-24Bibliographically approved

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fulltext(1993 kB)90 downloads
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File name FULLTEXT02.pdfFile size 1993 kBChecksum SHA-512
Type fulltextMimetype application/pdf

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Stadler, Erika
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School of Computer Science, Physics and Mathematics

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