supported by the Nuffield Foundation

Seminar Series > Seminar 4

Mathematical knowledge in teaching: the case of argumentation and proof
(10th January 2008)

University of Cambridge, Faculty of Education (184 Hills Road, CB2 8PQ)

Directions to the venue

The Programme

Seminar Focus Points

Paper 1: Yackel, E. (2002) What we can learn from analyzing the teacher’s role in collective argumentation? Journal of Mathematical Behavior 21 (4) 423-440
Introductory remarks by:
Maria Goulding and Marie Joubert Gibbs

Paper 2: Stylianides, A. J. & Ball, D. L. (in press) Understanding and describing mathematical knowledge for teaching: Knowledge about proof for engaging students in the activity of proving. Journal of Mathematics Teacher Education.
Introductory remarks by:
Andreas Stylianides
Cathy Smith

Paper 3: Knuth, E. J. (2002) Teachers’ conceptions of proof in the context of secondary school mathematics. Journal of Mathematics Teacher Education 5(1) 61–88
Introductory remarks by:
Johannes Siemons

Discussion Group 1: Conceptualising and theorising mathematical knowledge in teaching.

Discussion Group 2: Auditing and assessing mathematical knowledge in teaching.

Discussion Group 3: Developing and deepening mathematical knowledge in teaching.

© 2008 Tim Rowland