Mathematics-for-teaching: Insights from the case of annuities

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dc.contributor.author Pournara, Craig
dc.date.accessioned 2016-07-11T13:19:07Z
dc.date.available 2016-07-11T13:19:07Z
dc.date.issued 2014
dc.identifier.citation Pournara, C. (2014). Mathematics-for-teaching: Insights from the case of annuities. Pythagoras, 35(1), 1-12. doi: http://dx.doi.org/10.4102/pythagoras.v35i1.250 en_ZA
dc.identifier.issn 1012-2346 (print)
dc.identifier.issn 2223-7895 (online)
dc.identifier.uri http://hdl.handle.net/10539/20559
dc.description.abstract Shulman’s notations of subject matter knowledge (SMK) and pedagogical content knowledge (PCK) have been very influential in education research on teachers’ knowledge for teaching. However, there is little empirical evidence in support of these as separate analytical constructs. Furthermore, attempts to distinguish SMK and PCK highlight the complex and multidimensional nature of teachers’ knowledge and hence the difficulty of separating SMK and PCK. The author adopts the notion of mathematics-for-teaching (MfT) and argues that teachers’ knowledge for teaching annuities comprises knowledge of mathematical aspects, knowledge of pedagogical aspects and contextual knowledge of finance. Drawing from a larger study in which the author taught a financial mathematics course to pre-service secondary mathematics teachers, four examples of teachers’ knowledge for teaching annuities are identified, each of which illustrates how knowledge of mathematics, knowledge of pedagogy and contextual knowledge of finance are intertwined. en_ZA
dc.language.iso en en_ZA
dc.publisher AOSIS Publishing en_ZA
dc.subject Mathematics teaching – annuities en_ZA
dc.subject Financial mathematics -- teaching en_ZA
dc.title Mathematics-for-teaching: Insights from the case of annuities en_ZA
dc.type Article en_ZA


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