Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23102
Title: 
Authors: 
Subjects: 
Content knowledge
Mathematic teacher
Student teacher
Prospective teacher
School mathematic
Issue Date: 
2017
Citation: 
Tay, E. G., Lim, S. K., Ho, W. K., & Toh, T. L. (2017). Preparing mathematics teachers in Singapore: The issue of mathematics content knowledge. In O.-S. Tan, W.-C. Liu, & E.-L. Low (Eds.), Teacher education in the 21st Century (pp. 107-131). Springer. https://doi.org/10.1007/978-981-10-3386-5_7
Abstract: 
Lee Shulman (1986) brought to the forefront the need to distinguish the different dimensions of teacher knowledge that will help guide teacher preparation. Instead of the then prevalent view of ensuring that the student teacher enters teacher education with adequate subject content knowledge and then equipping her with generic pedagogical knowledge, Shulman introduced the dimension at the nexus of subject content knowledge and generic pedagogical knowledge as pedagogical content knowledge. We, as Mathematics educators, are happy to claim Shulman as one of our own, as he based much of his research and writing on the discipline of Mathematics.
URI: 
ISBN: 
9789811033841
9789811033865 (ebook)
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Book Chapters

Files in This Item:
File Description SizeFormat 
BC-TE21C-2017-107.pdf307.41 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s)

52
checked on Jun 30, 2022

Download(s)

37
checked on Jun 30, 2022

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.