‘Mathematics Education It is Necessary that Teachers are Mathematically Proficient, but is it Sufficient? Solid Findings in Mathematics Education on Teacher Knowledge Imagine « mide school mathemati class with 28s las soba algcbra problems, Wheres student Ande, ‘though geting alto nda suppor, often comes Up wih (ab) a+ Bete is close developing the ‘quadraic formudaidenty by wansforming 1 pe =O Ii (+ BO) (pi) +4 = Charly when deating ith (a+b) develops wm interest in Pascal’ trangewherear Diane has problems aceting that we can count with as and sand not just wih natal umber "he clas i tught by Maria an experinced nacher witha dep background onconen knowledge and ped ‘gosta content bnomtedge, and in dagnoing tude ‘mathematical dking particular Like many teachers, She deals witha diversity of sade’ pre knowledge Her young coleague, Melvin, caches th scond math: eats las ofthe same grade athe school. He also ‘aerial profint he has ever problems cop ‘ngwiththecompleriy oftaching Herman aches rom the fron ofthe ler which ft the nets of ony al tuber ofr sudere The oor wtudets mould need ‘iferen kinds of earning enviroment and pei up Dore Mina another colleague didnot study mathe ‘tunity but hast tach hr bet da fo a shorage ‘=f appropiaely qualified eahor Shei an enchcatc ‘racer but sometimes she tnt able suppor side thinking becouse of her ow lack of eomtnt owed; Ihomeve she aware of thi wakes nd move ens 10 selfstudy and learning with experince core “Another teacher Mont, har severe keh problems and Useloseo burning out His movin har dereated over the years an hes usted aout eching i general ond ‘mathematics at hi schoolin parte The schoo! has no tradiion of exchanging expe ‘ences among nyc acre. hs he ie, eng probloms and sais of Mart, Metin, Mina Monte lind thes remain dvi. The principal dos ot r= aly value mathematics: ths is meres and support {for mathemats tachersis lied. The mathemati col leagues never mt share lesion plas ot deus their lundersandings abou whet good mathemati teaching ‘ee how the school might improve siden incre ad ‘omperencein mata: "Nearly every teacher this chal gos theron way ih naval vartons of knowledge end with iia ‘ri terpreaaions ofthe maiona cuca. The each ‘en thom donot sek collabora and few of ham have experince he benefit of sharing educational oppor ‘amir ond halengs nei own acer education Boon {Ya now ambitious and mathonacly compte eacher Surat schoo they may nob autora enough io ‘hange te “ular of woe aching an the poor en. fal condtons for mathematic eaching a ths chook “6 ‘The sialon sketched shove can he found in thousands ‘of vartions allover the work, aBuened hy spscic ‘altura, geographical, histor, sociveconome and plcl creumstances The tory iste hat eontent Enowinge ist est 2 necessary, but fa rom being suffice, condition for “good teaching” (ee, fr ex ple, Wilson, Cooney & Stinson, 2008). Teachers ace ‘more than mathematical knowledge: they alo need (0 Communist wth and lear from exch oer aadto gt ‘quae intemal and eternal support for thi ask, “Thus mothematies caching, n addition to mathemsicel ‘sonsduations so need o take into sccoun a vaiety ‘finda, social and oxpanatonal spets In other ‘worden important bats sconmunty and on ‘When edacedto 2 purely math smatiematis ech ‘thon king into acount he ind cal and organ Batlnd aspects of chong the pit becomes more ener not only do india students’ and tcechers ‘ofthe context of teachers work at shoo "Research in mathematics education, prise in mathematics teacher edcstion,undertines he fc hat onsen, commit and context ae dacsive Iacono Imathenatics teaching and taches’ sein (Se, for example, Krsiner, 201), This mimored i a vary of ‘escaed ndgs rom which same exemplary sings se skothed nthe folowing. Content: Mathomatical knowledge for teaching Knowing mathematics is mutually an essential pre- requlit for leaching mathematics However, een: ‘alheratio tracing whoever the cnet ls ‘ites cher Minds of knowledge and sil (Bly il & Bask, 208) snd thas sppropnatelsening opportuni: ‘Tis asa is elected by the introduction different ‘ypes 0” teachers" knowledge in mathematics eds ton resareh. The most promise typology deserng. imatemais teachers’ Knowledie gous bac to Sb ‘man (157), whe diferentes different types rm which Content Knowledge (CK), Pedagogical Coment Knowtelge(PCK) (meaning the specific Knowledge hat Is needed for teaching mathemats) and Pedagogies! ‘Knowleige (PK) are the most important nes However, teachers knowledge can abo be repuded kool bout ening a teichingprocenses tsensment ea ‘tation methods and dassoom management the fork se expsse by the notlons of atentonased know ‘igeor tnowledge cof mathematics fr teaching A tect ‘overview piven nthe first vltme ofthe Intemational EMS Newsletter March 2012Handbook of Mathematics Teacher Education (Sliven 1 Wood, 28). “Many studies and surveys ~ in sverl domains of teacher edeation inate the importance of Pee foscal Content Knowledge. In a rcent German say (COACTIV project” se, for example. Baumert cl a 2010) the researchers show that mathemati teschers {rom Gymaasium (who tadiionaly get srong Ck bckground in teacher education) oviore tethers ftom other secondary level school types on CK bt ‘on PCK. Gymnasium teachers alo cuits higher de ie of cognitive connectedness between the know {dpe categories Alo within the COACTIY projec ens ‘ot secondary mathematics eather CK and PCK have bean developed and inlemented inate ofeach ers whose cinses partcpatd in the PISA 200004 Tong tinal asset The ty shows tht stents ong by teachers witha high PCK showed beter PISA res than thse of other students Ie partic, they sowed tithinope schoo! year agrester cease i achicrement Reasons ven were that teachers with high FCK desi thei eahingso thatthe ata ar more actin copn tively engaged Ts was shown part throwgh the nays of asks the teachers ted inthe sto The effect seems tobe specie or PCK since asin core Tnsonbooncentechers'CK and siden achievement ‘was not found. This was onto an Further analjs PPCK has “preater predictive power for saent prosess ands deive for the quality ost” (Hater et 2010p 168). Knowing matbemai fe nportant Dat ‘ot enought teach mathematics effectively ‘God teachers also have insight int the eather ies content their tients wl learn tat llows them 0 identify misconceptions sc up leon in which students ‘make consccons and provide stulents wih questions 8d prompts that hep them acces important concep Sule stow that supporting student teachers ree derstand better and improve th nstrutoal paces Mesningfal mathematics relted setviton ta reflec tio on them support prospective and practi teach. [1 growth (ee fr example Fven & Bal 2009), Such Activites can include solving tathemarial problems themsehes choosing appropri content for he prepa tation of a lesson, ivertignting students mathemati [eaming or observing and reflecting on neon o th cr eolleaguer teaching “Tis principle Hols in parca in Japanese lesson study (efor example, Hart Alston & Moret, 201), 2 mode of teacher edeation whove efficiency has beet ‘salished i ties in Ian and elsewhere A typical Taso sudy process consis 46 sop having» ad {eson ais focus: 1 Colaborativey planning he stay leson:2) Seeing the study estan sn Seton: 3) Discus. Ing the study lesions) Revising the esson (optional) 3) “Teoohing the aew vemion ofthe lesen (optional end 6) ‘Sharing rtlections about the new version othe leson The vas mony of elementary sco sd many mid Ale scaots a Isa condact lesan study inal subjects Many schools alist the spport of an extemal advisor EMS Newsletter March 2012 Mathematics Eaeation (vs often instructional superintendents, sometimes ‘experienced teasers on leave o niversity sta), Some Schools even produce writen reports about ther work For example nh ea 19% the Nation tsitue for Educational Reearch compiled over 400 eperts wit tenby teachers very year ‘Similar sppraeacs ate carried out in other Asian counties, for etmple within the Kel projet it Chita (Gre for example Hang & Hu, 208), where exemplary lwo afedevebpe and dasa he stood sstriet levelasaesmed tht the succes of Asien cou tres intematonal comparative achievement sues lke PISA and TIMSS ea prt be explained by tho ‘4 n planning observing electing nd eiig lessons {maou tfor Tis leads othe factor commu ‘Community: Collaboration among mathematics teachers Reseach on“weressfu”sehoolsshows hit such cools are more key tov teachers who have omtnal seb Sante interactons ard that intersa reatons ate seen as an mona dimension of chou uaity (Rey nok, Cremer Sting, Tedd & Scaler, 292) ‘The later stay usuates examples of ptentaly ase {ul practices, of which te ist (orated by 2 US re Searcher who reficison observations nother Coutses) Felatesto teacher coloration and community tal. (.281)"Secingexctet instruction nan Asan conte, ‘ne can appreciate the leson, lio understand that the lesson did nol arzve magia It was planned ten ‘conjunction wih an etre gradelevel-eam (or for ftstjear teacher, wit amster teacher) inthe teachers shard ofieeandwork tea” Such eolaborative habit ‘needs tobe enter from he very beginning ot preset ‘ce teacher education This statment old or primary snd secondary tscers bat als for university teaches (Ge, for example Na, 208). ne Key chancersie of panese leon sady i that its “colabomtie™ (Murata in Hat Aton & Ra rata 201), She teats hat novice feahets who ex reaice ito the profesion though prtepaton is fommuntyaspectpoes beyond te ies of larson "mong individual persone Ite about» way of further developing « proasion (by engaging novices itn ser (ou academic acta and tha onteingMetity bul. Ing) Commun ul i 0t confine to tessher at tlgo extend o sents the vin of Japenese leah ing is organisig elective thinking. oxsing on sade presentations and discussione The scceson of single Work, group work plenary discussion in clsooms abd ‘ache carmen helo bslanes ind ad so al eaning (Krier, 201). ‘Also inthe Chinese Kel peojct Huang & Bao,2006) collaboration playa deckive oe inthis project acon ‘unity conssungot experts eachrs and resestchers formed andthe teaches improve ther teaching seton and upgrade thee professionl theory through weg. the Keli process incooperaton withthe members ofthe aMathematies Education Several studies worcide indicate the postive np teachers colegllsriny For example Jackson and Bruegrann (2008) use longitudinal elementary choo! teacher and stdeat data for documenting that Students have larger test score gins wea tet teachers expe ence improvement inthe observable characterises of ‘ei coleagues They show thet teachers dents have larger achievement gins in aithematin and reading hes they ave more festive colleague The Lesring Commonites im Matrematis (LCM) research and development projet in Norm (fOr ‘xample, Javork, 2008) trough together teachers and ‘idacticans (he tr that the team pretered fo we for the teacher educators to work together a blk prac ‘Boners and researchers involved tum of 1 dat ‘ans working With eight primary and secondary schools ‘Among olbersJaworsk! (2008, p26) highligh that “teachers suddenly eae to through ter sod of student thinking satya how they coud plore in ther school envionment waye fo develop teaching and learning didactiiane saw the nae of 8 task that could ead to teacher effective recognition of the nature a school gels forstudens development snd Tearing in mathemati” "Ala unverty in Flood, new way of tiching a Jectre cour and of ging per suppor to Begining ‘mathematic stints double at lat) the umber of SMudentspasing certain important courses compared tothe carer prevaing lve (Oikkonen, 290), Several Studies indeate the new posses opened by distal networking (se, or example Gude, 210), “Theimportanceofthe"communityactorismiored byastrongr emphass on sollapcal and sos-sator al aspects of teaching and teacher eduction. Concepts like didnt! contract (which wil be del within the feat EMS Newsletter), ngiry community ital omstrais, negodaton of meanings and norms re Secional development, ssrng of knowledge ands {ene leening are used that go beyond cognitive vem fon leering Lernan and Testsaroni (200) report hat between the time periods 1990-1995 and 1986-20 the peventae of papers i selected joural sn proceed {age in mathematics edison that dew om scsolgial tnd socio cltral theories inerated fom 3% to out 10%. Two ofthe four volames ofthe ist ntratonal Handbook of Mathomaice Teacher Education (Kener ‘& Wood, 208 Jaworhi & Wood, 2008) deal intensively ‘th the collaboration among teachers or eacher eds {ors und betwoea teachers ad teacher edators When ‘athematicr teachers (and teacher edocston) share experiences ideas, belts, competences challeges and reed they ot only ar themselves ba lo lear 10 Support othe’ learning. The provene ise work ing in smal eam, commniies of practice and loceely- cuped aetrorks Mathematics fencers need (o Dud ‘dente pecialising in staden rahematia learning through callborativeretlstion, ‘Collaboration ong mathemati teachers nee ad equate general conditions andsppot of teachers work. i eas tote next acto, the "toe 8 Context: General conditions and support of mathematic teachers" work Genera conditions that are conducive to suscelly ‘unporing mathematics teacher include fering lear Ing opportunities where both the factors of costeat and community are regarded a essential In patil on eran the work with practising teacher the context (Gesouresstectures commitment, fe) play a i portantrole. I ation, the infisene of prin nd Sher stucholders ofthe educational stem snc ty sever studies Tn ipanese lesson study knowledgeable others rom ‘outset lesson study aroup ae somtimes invite, 0 presentabservations or laksa esearch others or ‘xample These experts ao pid withthe blp of sll ‘externa rants Its comon tit cacors ae interaal Iysuppted ty principals and get release time by hiring Subsite eacers. Lesson sy groups are supported bytoweaips boards o eduention, the ministre Ths financiaivestment san expression of occa trast in teacher ahd ef beioving io achoot bad profesional development Henkes sense tospeak ofa lesson stay “calare hat is conducive to teicher” work The in portance ofthe contr! factors inresingly ese ih Suds worldwide For example, Adler (200) ~ is put ‘alr leokingat the situation South Afric worked (ut the need for coneptualising resources athens {or mathematics eaceredieaton (eg claeroanie nd -eaeing tool in poor and eh regione ae quite der: ei). Nekerson ad Morry (205) desert am ura School iiitive med at teacher” professional de ‘lopment withthe goal of sereaing teacher’ math Eats content knowlodge and belpng them improve in race. The research shows tht general soil and ‘organisational conditions like stathermath teachers ‘elation th the school administration aad other teachers or the presence of 3 teacher leader ae rl ‘ant fr (the further sevelopment of) good mtn Ses testing at shook Kase (208) ree thet Dortanec of engasing prensa ntellectal nd ri Fesoures: She indieats studs wth itervnon that fave ained to work wth faniies around mathematics 253 complex problem solving dcpine ad that ed to Sipnscaninreaes in Sumi’ feciags of empower ‘ent Cobb and Sith (2008) eporton distil devel ‘pment proest a means of improving mathematics UWachinguad learning at age sale Het, esatch in mathematics eddcation mets with research in edt tonal pcicy and leadership where inition vetings ‘of schoas and districts come to the fre. Alo shen Investigating the sustainable effect of» profersonal ‘evelopment programme, coviet sues ke the prin pals uncertanding of leoderhip or peteonne ucts Son playa decsve role ‘What de we learn fom that? What can be done? ‘That mahomatcs teacher nad a gh level of Content Knowledge (CK) i necessary bunt sleent. Theres lear resarch evidence tha other kinds of knowlege ‘ae also important in pertiular Pedagogical Coste EMS Newsletter March 2012Mathematics Education Knowledge (PCK) is decisive. Futhermore,teasherr noe to have high social competence particular for {wo reasons in otde to support student learning (8 individuals groups and whale clsstooms) snd im order to leu tem other colleagues and oer experts Mathe- ‘ats teachers need to understand hemslves a eats Ing communities that adopt now esearch ndings share Ueirexperiences and deus ways of improving with oth ener iba doce feature of aiemie) omanity Toshare pew knowledge and experince th so Holds true forthe teaching ptofssion Other, eacherr {ors improve remain ated to ther own casroos land the wheels iveated aaa and agsin Mather. ‘cs teachers aso need toundesstand that communication and elaboration are coca none to inpove nat ‘only the teaching of mathemati one of tei casses. buts whole schol ora whale dstekt or evens nation “This needs them to ring ia thot ideas interests, kao ‘edge and visions but alo their doubts tnd open prob lem Teachers need 0 elect on hoo improve ath mats teaching at ther school om hoo convince the ‘racpal to uy new mathe eduction jour or ‘ow mathemati stare or om how to improve the arcu. This means to engage in organisational 3c: twites.to ete on the comtet of mathemati acho? work at their school ard on how to overcome ancl 2nd personal esti Whore isthe place that mathematics teachers learn al this? ‘Or cous, inthe int pha of teacher education, there noes to be pei emphans on CK sad a on PEK tn PK. Howover order to ope withthe cllaborative ature ofthe teaching profession, caliabcin should ao pet a clear fous in teacher edition. Teachers ‘each as they have Been taught. Therefore, mathematics teacher educators need 0 reper themselves and at tole modes Aso least on tive Lo ibe hey sho Dove lesrsing opportunist eect onthe contest Under which she tent teaches lesa What the “didatcal contrat" between the tether educator and the ess? What have thems and physi com ‘on or where do hey des for example pari Their ontbution to education?) OF couse, sme of these Sates eam also (and pertly beter) be lemod wh teachers have fished their studes an work practice, snd incoliboration wth coleaguts in ther departments ‘orin other fons of professional development However, Fe would mean to mis a chance to feds manly on CK in the fis phase of teacher eduction Vie ef roe feonal development shuld ako dsl with mata cal ses om tne to ime Sine ot all mthematic] felis canbe covered in university suds (in patclar in prinaryeduciion). tis inportant tat teachers een ‘strategies fr larity the mathematics they wil ned. Mathematieseacher education is challenge Teach ‘ersnced teacher educators who work with them inthe Same innovative way teacher educators ave cxpeting teacher ofeach Thess teacher educator need fo co! lnborate with other colleagues Ike they expect teachers EMS Newsletter March 2012 to do. Teacher scars need to evaluate and improve ‘heir courses. They need to gather Teachers interes and pre-nowlge because thi crease the Helio that each rele the power o having efficent infor ration aout tei learners The fit of needed actions {nd reflections by teacher edacstory ould be eal ex ‘ended. The sense his eulture of efietiom ad eal ston becomes ssalished a universes the tronge it ‘deveips at schools (and a schoo aminitrations). Tes importa to investigate the ening a mathemati st ‘dents and mathomatis teaches: however, we ako ned to pur more emphasis on exploring and understanding ‘our influence en atheros teaches Teasing Ths ‘ind of teacher education research i ke to support ing the development of mathematica thinking. both teachers and stulets ‘This paper srt withthe insficie siation of mathe ‘emai eachingat Marta’ school How co sa tion be turned ond according tthe findings described Indic paper? Massari cary ou banat in he lebra lare Te mambor of det loving mathemats Increases oterat at bent lve orate ‘meaning fx thing mathomatial. Togeter with he ‘Colleagues Melvin, Min and Mon, Mara shares exper ‘ncesand ideas onan Together they formekind of Iearang commuity supported ba mahomats teacher ‘ucaor a the minal unverity.In olabration with ‘mathematicians nd mathemasice educators, mater fal cones, exhblions and fay cubs are etalihed. Shade teacher fom the anveay come tos school land collaborate wih experienced teacher. Mathemat. {es begins to ply an inportan role atti schoo. The Drincpal suppor the work of hi sant and eachers land he make visible inte drt. Represenaves of ‘the mathematseching staf ore invited to speak about ther progress esther school and dries Considerable research is done wth tepard to mathematical aching land earning in te contest of ths choo det which Jed back 0 eaters aminsortor and educational au ‘Moris This mavoment als lifer chor ng Inher subject To some exten the der of improving ‘mathematics echo arg finaly urna. fare of ovation inal subjects or tht ace (educe tonal Kind of pnealation? ‘Authorship Eten though erin authors hav taken the lead in each rile ofthis ser al publications i the serie ae pu lished by ie Eduathon Commit o the Europes ai ‘mati Society. "he commit members ae Ferdinando “Ararello Tommy Dey Ghisine Gveuet, Cala Hoy les Konrad Krai, Mogens Ni ria Nova, a Orkomen, Nara nas Despina Foor Alet: Sony, oer Svan, Gate Teear and Liven Verchatie, ‘Adaitional information ‘A slightly expanded version of thi ate with more ‘complete ist of ferences maybe found at Mp. ‘oreathsoeevcommeduaton2 ml 3Mathematics Education Reterences Tir tc mal oaths Ter Fd 3). aC ag ning tei fore em Ry BD (ax) 9). The Pen aan nd "von hrf Maton Th th 1M Sa Me Fearn Sree 1) Neo Ue Sng ut CsA At Mai fe) Ley ch ‘Sept Cha ae Reh a of etme ez. ©) Tang Se oe acing tor on ra Ap sm 1.808 [mera Yank of am hr Edun Wt en) Sel lop men opi at ‘ras haya lari Kou Wd Ea), ‘New journal from the Exwopean Mathematical Society bed yh ts ‘Sv pineon1 200 SSN one SE 22 ol 24ers Apo 1O0 popes "7.2.0.0 Fes o scp oo 58 Cee 88 Epintnne sh td rng eC fe a or he chy of tn aan {Pa ae pe.) dra ty PM 4 on (58 met eto Mae amma Tours A (90, Suey he ell eet ‘one Gh tas nts necking mas te ant a | (Ede (KD). Word cha schools nana! penpetie em ‘shed fe anon OK Rots es Suton & Woo (Es) man ant of Same sts ate a | Esropasa Mathemstil acty behing Hews | Revista Matematica Iberoamericana ete sts eramvcana ales aia remus wa of mathe. sng Et Bad sent Mer Stn Atma esi) ‘tienen a is ey is Wege (Universidad del Pls Vasco, Biba, Sp een 50 rs crt oe ghet Sots aued a 985, Raith seams of he el aces Mates EMS Newsletter March 2012