Using Theories to Build Kindergarten Teachers' Mathematical Knowledge for Teaching

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter describes how a theory of Deborah Ball and her colleagues, embedded in the realm of teacher knowledge, was combined with a theory of David Tall and Shlomo Vinner, embedded in the realm of mathematics knowledge, to develop kindergarten teachers’ knowledge for teaching geometrical concepts. The chapter describes the separate theories and how they may be combined to build a more comprehensive and refined tool for building and evaluating mathematical knowledge for teaching. It also shows how kindergarten teachers used the combination of these theories to inform their practice. Finally, we discuss possibilities for the development and application of this combined-theories tool.
Original languageEnglish
Title of host publication Mathematical Knowledge in Teaching
EditorsTim Rowland, Kenneth Ruthven
Place of PublicationDordrecht
ISBN (Electronic)978-90-481-9766-8
ISBN (Print)978-90-481-9765-1
StatePublished - 2011

Publication series

NameMathematics Education Library


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