The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.
Those Who Understand: Knowledge Growth in Teaching
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.”
From Teaching Science anew in the Foundation Phase: Reimagining pre-service teacher learning for Inclusive Early Pedagogy (2026) · cites this paper as Shulman (1986)
In the citing paper
“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
Citations
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“For example, in education, educators (e.g., teachers and tutors) must be trained to synthesize curriculum knowledge and recognize student needs in order to provide high-quality learning experiences (Hill et al., 2005, Shulman, 1986).”
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(2007)
Metadata
- Authors
- SHULMAN, L. S.
- Affiliations
- Stanford University (US)
- Corresponding author
- SHULMAN, LEE S.
- Venue
- Educational Researcher
- Published
- 1986-02
- Volume
- 15
- Issue
- 2
- Pages
- 4-14
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2140369176
- Cited by
- 18,546
- References
- 13
- 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
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Arts and Humanities › History and Philosophy of Science › History and Theory of Mathematics
- Social Sciences › Education › Mathematics Education and Pedagogy
- Keywords
- philosophy of mathematics, mathematical knowledge for teaching, mathematics education, teaching practice
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