The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.

Product Description: Local columnist and outdoorsman Tim Rowland introduces the remarkable history of the mountains of Western Maryland, from the rocky relations of Native Americans and early settlers and the Battle of South Mountain to the faded elegance of Gilded Age resorts and the coming of the B&O Railroad...read more

Product Description: The unique geological history of the Adirondacks can be found in a pebble. So discovers humorist and outdoorsman Tim Rowland as he chronicles the evolution of hiking in the howling wilderness of the High Peaks. From nineteenth-century guides' "random scoots" to Melville Dewey's "Adirondaks Loj" to today's technologically enhanced weekenders, Rowland, who has climbed the forty-six himself, incorporates personal anecdotes and laugh-out-loud wit to capture the appeal and beauty of this beloved region, all the while reminding us of the importance of keeping these stunning mountains, and their attendant "neat rocks," "Forever Wild...read more

Drawing on philosophy of language and recent linguistic theory, Rowland surveys several approaches to classroom communication in mathematics. Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analysed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.