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Can focused reflection on mathematics teaching develop teachers' mathematical content knowledge?

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The mathematical content knowledge of teachers has been identified as an important factor in effective mathematics teaching and learning in primary schools (Williams, 2008). In this presentation, I attempt to answer the question in the title using findings from my four-year study of three primary school teachers. Ideas addressed will include: the nature of mathematical content knowledge needed for teaching; the Knowledge Quartet framework (KQ) as a tool to support reflection on the mathematical content of teaching; aspects of mathematical content knowledge that appear most likely to be developed through reflection using the KQ; and the relationship between developments in teachers’ content knowledge and effective mathematics teaching.

This talk is part of the Faculty of Education Seminars series.

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