We claim that the cultural analysis of the content to be taught (CAC) is one of the most important components of teacher education, if we want to develop teachers’ mathematical knowledge and at the same time call into question their beliefs about mathematics and mathematics teaching. In this chapter we discuss the importance of CAC and its place in mathematics teacher education. We also provide some criteria for choosing content, tasks, and methodology to develop CAC. Some examples of CAC activities are presented that concern probability and statistics as well as conjecturing and proving.
Development of mathematical knowledge and beliefs of teachers: the role of cultural analysis of the content to be taught
BOERO, PAOLO;GUALA, ELDA
2008-01-01
Abstract
We claim that the cultural analysis of the content to be taught (CAC) is one of the most important components of teacher education, if we want to develop teachers’ mathematical knowledge and at the same time call into question their beliefs about mathematics and mathematics teaching. In this chapter we discuss the importance of CAC and its place in mathematics teacher education. We also provide some criteria for choosing content, tasks, and methodology to develop CAC. Some examples of CAC activities are presented that concern probability and statistics as well as conjecturing and proving.
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