Teachers' beliefs as teachers' knowledge

Abstract

Initial mathematics teacher education is primarily concerned with knowledge – the acquisition of knowledge required for the teaching of mathematics. Opinions as to what exactly comprise this knowledge and how it is best delivered and best learned varies widely across different contexts, but in general it is discussed as being comprised of two strands – knowledge of mathematics and knowledge of teaching mathematics1. Knowledge of mathematics pertains to mathematical concepts, use of mathematical techniques, mathematical reasoning, proof, etc. Knowledge of teaching mathematics is the knowledge regarding the conditions and ways of mathematics teaching and learning (Brousseau, 1997; Durand-Guerrier & Winsløw, 2006) and "captures both the link and the distinction between knowing something for oneself and being able to enable others to know it" (Rowland, Twaites, & Huckstep, 2006, p.1). But