Are we singing from the same songbook?

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What counts in teaching mathematics: Adding value to self and content, 2011, 1, pp. 161 - 176
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Schuck and Pereira have assembled an impressive group of mathematics educators, each of whom offers new ways of thinking about the teaching and learning of mathematics as a consequence of their involvement in self-study. The catalyst for their writing was a concern to "help our students develop mathematical pedagogical content knowledge as well as subject content knowledge ... [because our] soon to be teachers of maths in primary and secondary schools need to recognise, and know how to reduce, the conceptual difficulties that often arise for school students". These authors' efforts in so doing are captured in the chapters of this book in ways that demonstrate an abiding commitment to teaching and learning about mathematics teaching that is the core business of mathematics teacher education. The outcome of a serious consideration of a self-study methodology in researching the teaching and learning of mathematics is clearly evident in each of the chapters. Each of the authors demonstrates how they had to challenge their own conceptions of mathematics teaching and learning in order to develop deeper understandings of their own practice because, ultimately, they were concerned to genuinely challenge their own students' approach to, and understanding of, mathematics. It is this focus on their students' learning that has been so important in shaping their own learning about practice and is clearly an outcome derived from a thoughtful approach to researching practice through self-study.
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