In this paper, we describe how the combination of two theories, each embedded in a different realm, may contribute to evaluating teachers’ knowledge. One is Shulman’s theory, embedded in general, teacher education, and the other is Fischbein’s theory, addressing learners’ mathematical conceptions and misconceptions. We first briefly describe each of the two theories and our suggestions for combining them, formulating the Shulman–Fischbein framework. Then, we present two research segments that illustrate the potential of the implementation of the Shulman–Fischbein framework to the study of mathematics teachers’ ways of thinking. We conclude with general comments on possible contributions of combining theories that were developed in mathematics education and in other domains to mathematics teacher education.
- Check this out! twitter.com/slsingh/status… 4 days ago
- I really appreciated the keynote by @deborah_ball #TWSummerInstitute To quote some of her closing words: "It's coll… twitter.com/i/web/status/1… 2 months ago
- RT @TeachingWorks: Today is the day! If you signed up to join us, the link to view our #TWSummerInstitute keynote address today is waiting… 2 months ago
- Looking forward to the lecture by @deborah_ball at #TWSummerInstitute 2 months ago
- RT @ottensam: New episode of the #MathEd podcast -- Dr. Jaime Diamond from @UGAMathSciEd discusses her research on teachers' strategies for… 5 months ago