In this chapter we address the extensive literature which can inform the teaching of
mathematics drawing on our own experience of using and finding value in the literature to
enhance our own knowledge and practice in teaching mathematics at university level. Three
areas of literature are recognised and addressed: professional literature, in which we gain
insights into the ways in which other teachers/lecturers have thought about their teaching
and the approaches/strategies and frameworks they have used; research literature which
offers what is known, findings from research that can enable more informed approaches
to teaching; and pedagogical literature that deals overtly with developing and enhancing
teaching, through the lecturer engaging with new ideas (for example those offered in the
professional literature), attending to research findings or using specific tactics or teaching
approaches recommended by the authors. Many examples are provided, both of particular
sources in the literature and of approaches to learning and teaching in mathematics, with
an extensive reference list. This approach is intended to be informative to mathematics
teachers at university level who look for knowledge and ideas to inform their teaching and
support its development.
History
School
Science
Department
Mathematics Education Centre
Published in
Transitions in Undergraduate Mathematics Education
Pages
259 - 276 (18)
Citation
TREFFERT-THOMAS, S. and JAWORSKI, B., 2015. Developing mathematics teaching: What can we learn from the literature? IN: Grove, M. ... et al, (eds). Transitions in Undergraduate Mathematics Education. Birmingham: University of Birmingham, pp. 259 - 276.
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/
Publication date
2015
Notes
This book chapter is available here with the kind permission of the publisher.