Uncovering the Special Mathematical Work of Teaching

Abstract

Helping young people develop mathematical skills, ways of thinking, and identities, and supporting classrooms as equitable communities of practice, entails for teachers a specialized set of instructional skills specific to the domain. This paper argues that, although progress has been made in understanding “mathematical knowledge for teaching,” more study is needed to understand interactive mathematical work of teaching and to orient teachers’ professional education to this dynamic and performative mathematical fluency and activity. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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