The DOI matches its Crossref record; 50 of the 55 references it cites were found in a registry or an index.
Finnish Mentor Mathematics Teachers’ Views of the Teacher Knowledge Required For Teaching Mathematics
Open accessAbstract
Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher knowledge required for teaching mathematics that have been emphasized in the research literature. When the teachers freely described their views, issues related to content knowledge and the requisite knowledge for teaching mathematics were emphasized. The teachers valued most of the knowledge types available, even if only a few of them had highlighted them earlier in the interview. Some types, however, remained ambiguous from the teachers’ perspective. Our findings suggest that even if the mentor teachers are considered experts in mathematics teaching, they are not necessarily able to conceptualize their view of the knowledge required for mathematics teaching, or they may have their own views of the necessary types of knowledge. This in turn may impede student teachers in connecting their educational studies with mathematics studies during student teaching. In addition, it was found that mentor teachers frequently hold personal views about the importance of the types of mathematics teacher knowledge that may be valuable for student teachers when they are reflecting their own view of the requisite knowledge for teaching and the type of a teacher they want to become.
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In the citing paper
“as research in Finland has shown, while the mentor teachers were knowledgeable about the mathematics knowledge needed for teaching they could not articulate it from a theoretical perspective because some of the “theoretical terms seemed ambiguous” (Asikainen et al., 2013:88).”
From Mentoring and preparing primary school mathematics teachers (2020) · cites this paper as Asikainen et al., 2013:88
In the citing paper
“However, this is not an easy task but requires mentor teachers having a profound understanding of mathematics content (Ma, 1999;Schoenfeld & Kilpatrick, 2008) and mathematics-specific theoretical frameworks (Asikainen, Pehkonen & Hirvonen, 2013).”
From Mentoring and preparing primary school mathematics teachers (2020) · cites this paper as Asikainen, Pehkonen & Hirvonen, 2013
In the citing paper
“Another important aspect for mentors is the ability to articulate the expert mathematical knowledge underpinning their classroom practices from a theoretical perspective, so that student teachers can link what they learn at university with classroom practice and so grasp its relevance (Asikainen et al., 2013).”
From Mentoring and preparing primary school mathematics teachers (2020) · cites this paper as Asikainen et al., 2013
In the citing paper
“A combination of a deep understanding of the mathematics content knowledge and theories of teacher knowledge required to teach mathematics plays a key role in mentor teachers' “modelling of quality teaching and helping student teachers in their professional development” (Asikainen, Pehkonen & Hirvonen 2013:80).”
From Mentoring and preparing primary school mathematics teachers (2020) · cites this paper as Asikainen, Pehkonen & Hirvonen 2013:80
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Cited by
Sorted by citations
Koponen, M., Asikainen, M. A., Viholainen, A., & Hirvonen, P. E. (2016) · The Mathematics Enthusiast · doi:10.54870/1551-3440.1370 · Cited by 20
Self-citationRhoads, K., & Weber, K. (2016) · International Journal of Educational Research · doi:10.1016/j.ijer.2016.02.006 · Cited by 15
Mentoring and preparing primary school mathematics teachers
Msimango, N., Fonseca, K., & Petersen, N. (2020) · Perspectives in Education · doi:10.18820/2519593x/pie.v38.i2.18 · Cited by 7
High school mathematics teachers’ use of beliefs and knowledge in high-quality instruction
Rhoads, K. (2014) · doi:10.7282/t3fj2h69 · Cited by 6
Differentiating between experience and expertise in mentoring student teachers
der Haar, H. V., Petersen, N. F., & Ramsaroop, S. (2022) · South African Journal of Education · doi:10.15700/saje.v42n1a1945 · Cited by 3
Crisan, C., & Geraniou, E. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10538-2 · Cited by 2
Mathematics Student Teachers’ Metaphors for Technology in Teaching Mathematics
Portaankorva-Koivisto, P. (2015) · Freiburger empirische Forschung in der Mathematikdidaktik · doi:10.1007/978-3-658-09614-4_12 · Cited by 1
Tutkimusperustainen fysiikan opettajankoulutusohjelma - Prosessi ja nykytila
Hirvonen, P. E., Leinonen, R., Kesonen, M., Nivalainen, V., & Asikainen, M. A. (2015) · LUMAT International Journal on Math Science and Technology Education · doi:10.31129/lumat.v3i6.1001
Self-citationFactors underlying high school mathematics teachers' perceptions of challenging math tasks
Sullivan, M. A. (2019) · Scholarly Commons (University of the Pacific)
TME Volume 13, Numbers 1 and 2
Hoover, M., & Mosvold, R. (2016) · The Mathematics Enthusiast · doi:10.54870/1551-3440.1361
Metadata
- Authors
- Asikainen, M. A., Pehkonen, E., & Hirvonen, P. E.
- Affiliations
- University of Eastern Finland (FI)
- University of Helsinki (FI)
- Venue
- Higher Education Studies
- Published
- 2013-01-25
- Volume
- 3
- Issue
- 1
- ISSN
- 1925-4741 (ISSN-L)
- 1925-475X
- OpenAlex
- W2071478103
- Cited by
- 10
- References
- 55
- Citations by year
- 2025: 1 · 2022: 1 · 2020: 1 · 2019: 1 · 2016: 3 · 2015: 2 · 2014: 1
- FWCI
- 9.68
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- Higher Education Studies (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Mathematics Education and Programs
- Keywords
- mathematical knowledge for teaching, cooperating teachers, content knowledge, pre-service teachers, student teaching, teacher professional development, teacher beliefs, reflective practice, Finnish teacher education
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