When teaching becomes learning

Miriam Gamoran Sherin*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

105 Scopus citations

Abstract

This research examines the role of teachers' content knowledge during the implementation of mathematics education reform. Current mathematics education reform efforts require teachers to learn in the act of teaching. I claim that this learning occurs as teachers negotiate among 3 areas of their content knowledge: their understanding of the subject matter, view of the curriculum materials, and knowledge of student learning. The data for this study come from observations and videotapes of 2 teachers implementing a reform-based linear-functions unit in a high school algebra class. The focus of the article is a detailed analysis of 1 lesson that illustrates the process through which these negotiations occur and the learning that takes place as a result.

Original languageEnglish (US)
Pages (from-to)119-150
Number of pages32
JournalCognition and Instruction
Volume20
Issue number2
DOIs
StatePublished - 2002

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology
  • Psychology(all)

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