MTED Editorial: Celebrating Ways Forward and Recognising Dilemmas

Authors

  • Carol Murphy University of Tasmania
  • Tracey Muir University of Tasmania
  • Noleine Fitzallen La Trobe Univeristy
  • Robyn Reaburn University of Tasmania

References

Ball, D. L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. http://doi.org/10.1177/0022487108324

Boaler, J., & Brodie, K. (2004, October). The importance, nature, and impact of teacher questions. In Proceedings of the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 774-790). Ontario Institute of Studies in Education/University of Toronto.

Chapin, O’Connor, & Anderson (2013). Classroom discussions in math: A teacher's guide for using talk moves to support the common core and more grades K-6 (3rd ed.). Math Solutions. ISBN-13: 9781935099567

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.

Jaworski, B. (1994). Investigating mathematics teaching: A constructivist enquiry. The Falmer Press

Pino-Fan, L., Assis, A., & Castro, W. F. (2015). Towards a methodology for the characterization of teachers' didactic-mathematical knowledge. EURASIA Journal of Mathematics, Science & Technology Education, 11(6), 1429-1456. http://doi.org/10.12973/eurasia.2015.1403a

Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers’ mathematics subject knowledge: The Knowledge Quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255-281.

Sherin, M. (2002). A balancing act: Developing a discourse community in a mathematics classroom. Journal of Mathematics Teacher Education, 5, 205-233. https://doi.org/10.1023/A:1020134209073

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Wenger-Trayner, E., & Wenger-Trayner, B. (2014). Learning in a landscape of practice: A framework. In E. Wenger-Trayner, M. Fenton-O’Creevy, S. Hutchinson, C. Kubiak, & B. Wenger-Trayner (Eds.), Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning (pp. 13-29). Routledge.

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Published

2021-05-13

Issue

Section

Editorial