PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Construction and application perspective: A review of research on teacher knowledge relevant to student-teacher interaction
Page: 35
This paper is a review of research that either explicitly or implicitly examines the interplay between teacher knowledge and teaching practices sensitive to students’ mathematical thinking. I use radical constructivism as a lens to analyze how the researchers conceptualize the role of teacher knowledge in student-teacher interaction. My analysis reveals that some researchers attribute teachers’ observable actions to what knowledge teachers possess (i.e., application perspective) while some others focus on what knowledge teachers construct in-the-moment (i.e., construction perspective). I conclude the paper by discussing the potential causes and consequences of these differences as well as the affordances and limitations of each perspective.