Those Who Understand: Knowledge Growth in Teaching

SHULMAN, LEE S.

doi:10.3102/0013189x015002004

Cited by 18,546Mathematics Education and Teaching TechniquesHistory and Theory of MathematicsMathematics Education and Pedagogy

Those Who Understand: Knowledge Growth in Teaching

SHULMAN, LEE S.·1986·Educational Researcher

DOI 10.3102/0013189x015002004

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Abstract

Esta investigación tiene como propósito analizar algunos referentes teóricos sobre la Filosofía de las Matemáticas (FM) y el conocimiento del profesor de Matemáticas (CPM), con el fin de presentar evidencias de la articulación e integración de la FM en los modelos del CPM en función del quehacer docente, particularmente el sugerido por Stacey (2008). Por lo anterior, se sistematizan y describen los planteamientos de algunas fuentes bibliográficas referentes a la FM y a los modelos del CPM con la intención de aportar información sobre la relación que hay entre la Didáctica de las Matemáticas (DM), la FM, y el CPM.

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PCK, as conceptualised by Shulman (1986), emphasises the transformation of subject matter knowledge into pedagogically meaningful and developmentally appropriate learning experiences.
“PCK, as conceptualised by Shulman (1986), emphasises the transformation of subject matter knowledge into pedagogically meaningful and developmentally appropriate learning experiences.”
From Teaching Science anew in the Foundation Phase: Reimagining pre-service teacher learning for Inclusive Early Pedagogy (2026) · cites this paper as Shulman (1986)
Teachers' discipline-specific knowledge is often manifested and evidenced in their practices.
“it is often manifested and evidenced in their practices (e.g., Ball et al., 2008;Shulman, 1986;Tchoshanov, 2010).”
From Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection (2024) · cites this paper as Shulman, 1986

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Authors: SHULMAN, L. S.
Affiliations: Stanford University (US)
Corresponding author: SHULMAN, LEE S.
Venue: Educational Researcher
Publisher: American Educational Research Association (AERA)
Published: 1986-02
Volume: 15
Issue: 2
Pages: 4-14
ISSN: 0013-189X (ISSN-L)
1935-102X
DOI: 10.3102/0013189x015002004
OpenAlex: W2140369176
Cited by: 18,546
References: 0
Citations by year: 2026: 836 · 2025: 784 · 2024: 667 · 2023: 879 · 2022: 1086 · 2021: 1085 · 2020: 1109 · 2019: 1133 · 2018: 1023 · 2017: 927 · 2016: 961 · 2015: 1127 · 2014: 886 · 2013: 915 · 2012: 780
FWCI: 301.39
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Educational Researcher (publishedVersion)
Topics: Social Sciences › Education › Mathematics Education and Teaching Techniques
Physical Sciences › Mathematics › Theoretical Computer Science › History and Theory of Mathematics
Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
Keywords: philosophy of mathematics, mathematical knowledge for teaching, mathematics education, teaching practice

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Those Who Understand: Knowledge Growth in Teaching

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