We analyse accounts written by three mathematics lecturers on their practice using the Knowledge Quartet framework. This framework has been used to study how a teacher’s knowledge of mathematics and mathematics pedagogy influences his/her actions in the classroom at both the primary and secondary level. We consider how the framework could be used to study university level teaching, and we report on the dimensions of teacher knowledge that were made visible by this framework.
Metadata
Item Type:
Conference or Workshop Item (Paper)
Event Type:
Conference
Refereed:
Yes
Uncontrolled Keywords:
Knowledge Quartet, teacher knowledge, university mathematics teaching.