Assumptions about the construction and the transmission of knowledge and about the
nature of mathematics always underlie any teaching practice, even if often unconsciously. I …

The theory teaching-in-context, first introduced by Schoenfeld in 1998, has the objective of
making the actions of a teacher in mathematics lessons rationally understandable …

Figure 1. Mental processes and discourse in characterization of noticing. changes can be
understood as a process of appropriation of existing knowledge about teaching. So, noticing …

The body of research on teachers' mathematical knowledge for teaching has been growing
in importance in recent years in the international research community (Adler & Davis, 2006; …

According to phenomenological perspectives, students must be educated to see and focus
things in ways coherent with the mathematical notions to learn: for example to see the …

We explore an emergent approach for understanding the development of teachers'
mathematical knowledge for teaching that is rooted in the discursive interaction of practice …

BACKGROUND There is evidence from earliest historical records that examples play a
central role in both the development of mathematics as a discipline and in the teaching of …

In education, the study of teachers and teaching has been an active field for a long time. In
the 1980s, as PME was developing as an organization, new perspectives of teachers' …

With the introduction of any new initiative into the mathematics classroom, there is often an
assumption that it will produce visible and measurable effects in teaching approaches and …

In this paper, I highlight the inadequacies of contemporary theoretical and philosophical
orthodoxies to fully address pedagogic change. The required change is in mathematics …