A framework for analysis of teachers' geometric content knowledge and geometric knowledge for teaching

Journal of Mathematics Teacher Education

Volumn 8, Issue 3, 2005, Pages 197-221

  Chinnappan, Mohan ^a   Lawson, Michael J ^b  

^a UNIVERSITY OF WOLLONGONG   (Australia)

^b FLINDERS UNIVERSITY   (Australia)

Author keywords

Framework for geometric knowledge mapping; Geometric knowledge; Mathematics teacher knowledge for teaching; Teacher education; Teachers' knowledge deconstruction

Indexed keywords

EID: 27844511445     PISSN: 13864416     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10857-005-0852-6     Document Type: Article

References (38)

1. J.R. Anderson 2000 Cognitive psychology and its implications 5th edn. Worth Publishers New York
2. D.L. Ball 2000 Bridging practices: Intertwining content and pedagogy in teaching learning to teach Journal of Teacher Education 51 3 241-247
3. D.L. Ball S.T. Lubienski & D.S. Mewborn 2001 Research on teaching mathematics: The unresolved problem of teachers' mathematical knowledge In V. Richardson (Ed.) Handbook of research on teaching 4 American Educational Research Association Washington pp. 433-456
4. Beissner, K.L., Jonassen, D.H. & Grabowski, B.L. (1993). Using and selecting graphic techniques to acquire structural knowledge. ERIC Document No. ED362151
5. Board of Studies 2002 K-10 Mathematics Syllabus Department of Education and Training Sydney
6. J.S. Bruner 1966 Toward a theory of instruction Norton New York
7. M. Chinnappan 1998a Schemas and mental models in geometry problem solving Educational Studies in Mathematics 36 201-217 10.1023/ A:1003134323371
8. M. Chinnappan 1998b The accessing of geometry schemas by high school students Mathematics Education Research Journal 10 27-45
9. C. Clark & P.L. Peterson 1986 Teachers' thought processes In M.C. Wittrock (Ed.) Handbook of research on teaching Macmillan New York pp. 255-297
10. Coleman, E. (1993). Inducing a shift from intuitive to scientific knowledge with inquiry training. In M. Polson (Ed.), Proceedings of the fifteenth annual conference of the Cognitive Society (pp. 347-352). Hillsdale: Erlbaum.
11. S. Feiman-Nemser 1990 Teacher preparation: Structural and conceptual alternatives In W.R. Houston M. Haberman & J. Sikula (Eds.) Handbook of research on teacher education Macmillan New York pp. 212-233
12. E. Gray M. Pinto D. Pitta & D. Tall 1999 Knowledge construction and divergent thinking in elementary and advanced mathematics Educational Studies in Mathematics 38 111-133 10.1023/A:1003640204118
13. P.L. Grossman 1995 Teachers' knowledge L.W. Anderson International encyclopaedia of teaching and teacher education Elsevier Science Ltd 2 Kidlington Oxford, UK pp. 20-24
14. D.H. Jonassen K. Beissner & M.A. Yacci 1993 Structural knowledge: Techniques for conveying, assessing, and acquiring structural knowledge Lawrence Erlbaum Hillsdale, NJ
15. M.S. Knapp 1997 Between systemic reforms and the maths and science classroom: The dynamics of innovation, implementation, and professional learning Review of Educational Research 67 227-266
16. Laturno, J. (1994). The validity of concept maps as a research tool in remedial mathematics. In D. Kirshner (Ed.), Proceedings of the sixteenth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 60-66). Baton Rouge: Louisiana State University.
17. Lawson, M.J. (1994). Concept mapping. In T. Husén & T.N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 2, pp. 1026-1031). Oxford: Elsevier Science.
18. M.J. Lawson & M. Chinnappan 1994 Generative activity during geometry problem solving: Comparison of the performance of high-achieving and low-achieving students Cognition and Instruction 12 61-93
19. G. Leinhardt 1987 The development of an expert explanation: An analysis of a sequence of subtraction lessons Cognition and Instruction 4 225-282
20. K.M. Markman J.J. Mintzes & M.G. Jones 1994 The concept map as a research and evaluation tool: Further evidence of validity Journal of Research in Science Teaching 31 91-101
21. R.E. Mayer 1975 Information processing variables in learning to solve problems Review of Research in Education 45 525-541
22. M. McKeown & I. Beck 1990 The assessment and characterisation of young learners knowledge of a topic in history American Educational Research Journal 27 688-726
23. H. Munby T. Russell & A.K. Martin 2001 Teachers' knowledge and how it develops In V. Richardson (Ed.) Handbook of research on teaching 4 American Educational Research Association Washington, DC pp. 877-904
24. National Council of Teachers of Mathematics. 1989 Curriculum and evaluation standards for school mathematics The Council Reston, VA
25. National Council of Teachers of Mathematics. 2000 Curriculum and evaluation standards for school mathematics The Council Reston, VA
26. J. Novak 1990 Concept mapping: A useful device for science education Journal of Research in Science Education 27 937-949
27. J. Novak & D.B. Gowin 1984 Learning how to learn Cambridge University Press New York
28. L.R. Novick & S.M. Hurley 2001 To matrix, network or hierarchy: That is the question Cognitive Psychology 42 158-216 10.1006/cogp.2000.0746 11259107
29. D.N. Perkins & R. Simmons 1988 Patterns of misunderstanding: An integrative model for science, math and programming Review of Educational Research 58 303-326
30. Robinson, N., Even, R. & Tirosh, D. (1992). Connectedness in teaching algebra: A novice-expert contrast. In W. Geeslin & K. Graham (Eds), Proceedings of the psychology of mathematics education conference, PME-XVI (pp. 258-265). Durham, New Hampshire: PME.
31. A.H. Schoenfeld 1988 When good teaching leads to bad results: The disasters of 'well taught' mathematics classes Educational Psychologist 23 145-166
32. A.H. Schoenfeld 1992 Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics In Grouws A. Douglas (Ed.) Handbook of research on mathematics teaching and learning Macmillan New York pp. 334-370
33. Shavelson, R.J., Lang, H. & Lewin, B. (1993). On concept maps as potential 'authentic' assessments in science: Indirect approaches to knowledge representation of high school science. ERIC Document, No. ED367691.
34. L.S. Shulman 1986 Paradigms and research programs in the study of teaching In M.C. Wittrock (Ed.) Handbook on research in teaching 3 MacMillan New York pp. 3-36
35. S. Vinner & T. Dreyfus 1989 Images and definitions for the concept of function Journal for Research for Mathematics Education 20 356-366
36. K.L. Watson & M.J. Lawson 1995 Improving access to knowledge: The effect of strategy training for question answering in high school geography British Journal of Educational Psychology 65 97-111
37. C.G. Williams 1998 Using concept maps to assess conceptual knowledge of function Journal for Research in Mathematics Education 29 414-421
38. M.C. Wittrock 1990 Generative processes of comprehension Educational Psychologist 24 345-376