Knowledge resources in and for school mathematics teaching

Abstract

This chapter argues for attention to professional knowledge in use in descriptions of classroom practice and offers a methodology to this end. It builds on previous work that conceptualised resources in use in school mathematics teaching and recent work that focuses more directly on knowledge in use in practice, arguing that these shape the mathematics made available for learning. The methodology is illustrated through selected empirical work in secondary mathematics classrooms in South Africa. A description of knowledge resources in use in two contrasting classroom practices opens up questions about the selections and integration of knowledge domains in professional development activity.