Mathematics, mathematicians, and mathematics education
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- by Hyman Bass PDF
- Bull. Amer. Math. Soc. 42 (2005), 417-430 Request permission
References
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[] Ball, D. L. and Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In B. Davis and E. Simmt (Eds.), Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group (pp. 3-14). Edmonton, AB: CMESG/GCEDM.
[] Hill, H., Rowan, B. and Ball, D. (in press). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal.
[] Hill, H. C., Schilling, S. and Ball, D. (2004). Developing measures of teachers’ mathematical knowledge for teaching. Elementary School Journal.
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Additional Information
- Hyman Bass
- Affiliation: 2413 School of Education, University of Michigan, 610 E. University, Ann Arbor, Michigan 48109-1259
- Received by editor(s): February 25, 2005
- Published electronically: June 23, 2005
- Additional Notes: This paper is adapted from my plenary address at the International Congress on Mathematical Education in Copenhagen, 5 July 2004. Variants on this were presented also as my Retiring Presidential Address to the American Mathematical Society in Phoenix, Arizona, January 2004, and to the Center for Proficiency in the Teaching of Mathematics at the University of Michigan, December 2004. I am greatly indebted to my colleague Deborah Ball for generous discussions and critical feedback on its construction.
- © Copyright 2005
American Mathematical Society
The copyright for this article reverts to public domain 28 years after publication. - Journal: Bull. Amer. Math. Soc. 42 (2005), 417-430
- MSC (2000): Primary 97B10, 97B20, 01A65, 01A70
- DOI: https://doi.org/10.1090/S0273-0979-05-01072-4