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2012
- handle: 10670/1.hf7q0t
- hal: hal-00632254
- doi: 10.1007/978-94-007-1966-8
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Jill Adler, « Knowledge resources in and for school mathematics teaching », HAL-SHS : sciences de l'éducation, ID : 10.1007/978-94-007-1966-8
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This chapter argues for attention to professional knowledge in use in descriptions of classroom practice, and offers a methodology to this end. It builds on previous work that conceptualised resources in use in school mathematics teaching, and recent work that focuses more directly on knowledge in use in practice, arguing that these shape what is made available for learning. The unit of analysis, an evaluative event, is illustrated through empirical work in secondary mathematics classrooms in South Africa. The illumination of knowledge resources in use in two different classroom practices opens up questions about the selection and integration of knowledge domains in mathematics teacher education.