Abstract
The professional knowledge needed for teaching mathematics effectively has been the subject of a great deal of research, mainly focusing on the role of content knowledge and pedagogical content knowledge and their interactions. Additionally, there is growing interest in the concept of identity in relation to exploring teachers’ professional roles and development. Our focus in this chapter is on the professional knowledge and identities of non-specialist teachers of mathematics. Here we are referring firstly to those “out-of-field” teachers in secondary schools who are teaching mathematics without formal qualifications in mathematical content or pedagogy, and secondly to teachers who are recognizing and exploiting the numeracy demands of subjects other than mathematics. We present a focused review of international research on non-specialist mathematics teachers’ knowledge and identities, and then draw on our research conducted in Australia and Ireland to discuss challenges in teacher development when crossing subject boundaries.
| Original language | English |
|---|---|
| Title of host publication | International Handbook of Mathematics Teacher Education |
| Subtitle of host publication | Volume 1: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, Second Edition |
| Publisher | Brill |
| Pages | 243-273 |
| Number of pages | 31 |
| Volume | 1 |
| ISBN (Electronic) | 9789004418875 |
| ISBN (Print) | 9789004418851 |
| DOIs | |
| Publication status | Published - 1 Jan 2019 |