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Didactics of Mathematics and the Professional Knowledge of Teachers

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Book cover International Handbook of Mathematics Education

Part of the book series: Kluwer International Handbooks of Education ((SIHE,volume 4))

Abstract

This chapter will deal with the problem of the relationships between didactics of mathematics as a rapidly developing field of investigation and the professional knowledge of mathematics teachers as an individual and social construction. We will focus on teachers’ pre-service and in-service education as the situations where systematic contacts may be established between research in didactics of mathematics and the construction of teachers’ professional knowledge.

We will discuss present difficulties in establishing a productive relationship between teachers’ education and different strands of research in didactics of mathematics, and different perspectives about how to establish such a relationship.

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Author information

Authors and Affiliations

  1. Department of Mathematics, University of Genoa, Italy

    Paolo Boero, Carlo Dapueto & Laura Parenti

Authors
  1. Paolo Boero
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  2. Carlo Dapueto
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  3. Laura Parenti
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Editor information

Editors and Affiliations

  1. Monash University, Clayton, Victoria, Australia

    Alan J. Bishop

  2. Universiti Brunei, Darussalam, Brunei

    Ken Clements

  3. Freie Universität Berlin, Germany

    Christine Keitel

  4. The University of Georgia, USA

    Jeremy Kilpatrick

  5. Université Joseph Fourier, Grenoble, France

    Colette Laborde

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© 1996 Kluwer Academic Publishers

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Boero, P., Dapueto, C., Parenti, L. (1996). Didactics of Mathematics and the Professional Knowledge of Teachers. In: Bishop, A.J., Clements, K., Keitel, C., Kilpatrick, J., Laborde, C. (eds) International Handbook of Mathematics Education. Kluwer International Handbooks of Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1465-0_30

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  • DOI: https://doi.org/10.1007/978-94-009-1465-0_30

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-7155-0

  • Online ISBN: 978-94-009-1465-0

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