# Mathematical knowledge in teaching: the case of argumentation and proof
(10th January 2008)
University of Cambridge, Faculty of Education (184 Hills Road, CB2 8PQ)Directions to the venue
The Programme
Seminar Focus Points
Paper 1: Yackel, E. (2002) What we can learn from analyzing the teacher’s role in collective argumentation? *Journal of Mathematical Behavior* 21 (4) 423-440
Introductory remarks by:
Maria Goulding and Marie Joubert Gibbs
Paper 2: Stylianides, A. J. & Ball, D. L. (in press) Understanding and describing mathematical knowledge for teaching: Knowledge about proof for engaging students in the activity of proving. *Journal of Mathematics Teacher Education*.
Introductory remarks by:
Andreas Stylianides
Cathy Smith
Paper 3: Knuth, E. J. (2002) Teachers’ conceptions of proof in the context of secondary school mathematics. *Journal of Mathematics Teacher Education* 5(1) 61–88
Introductory remarks by:
Johannes Siemons
Discussion Group 1: Conceptualising and theorising mathematical knowledge in teaching.
Summary
Discussion Group 2: Auditing and assessing mathematical knowledge in teaching.
Summary
Discussion Group 3: Developing and deepening mathematical knowledge in teaching.
Summary
© 2008 Tim Rowland |