Description
Young children start school already able to do a surprising amount of mathematics. This book examines the nature and origin of subject knowledge and is based on information gathered from observing the interactions between teachers and their first-year pupils. It demonstrates the necessity of the classroom teacher to draw on many kinds of knowledge in order to deal with various issues surrounding classroom learning and teaching. Two important core areas are knowledge of lesson structure and of subject matter; this book address the area of subject matter and, as such, it should be of interest to classroom teachers and lecturers in education.
Table of Contents
Teacher's subject knowledge - emerging themes; changing models and methods of investigating teacher's subject knowledge; knowing and understanding mathematics - concerning a theory of instruction; the constrution and early learning of mathematics in school and out; investigating the mathematical knowledge and competences which young children bring into school; reporting on teachers' classroom practice; teacher and pupil interaction in the course of mathematical instruction; teacher and pupil mathematical subject knowledge and the processes of instruction in reception classes; towards a deeper understanding of pedagogical subject knowledge.
