The role of a university perspective on mathematics in the growth of mathematical knowledge for teaching in elementary school (finished)

Leading team

Dr. Jason Cooper

Prof. Abraham Arcavi

Dr. Ronnie Karsenty


This research studied the contribution of a university perspective on mathematics (knowledge of advanced topics, beliefs and attitudes towards mathematics, established mathematical practices, and mathematical habits of mind) to the growth of mathematics Knowledge for Teaching. This goal was pursued through a qualitative study of a unique series of professional development (PD) courses designed and implemented by a mathematics professor at a leading Israeli university, and taught by a team of mathematics Ph.D. students.


  • Cooper, J., & Karsenty, R. (2016). Can teachers and mathematicians communicate productively? The case of division with remainder. Journal of Mathematics Teacher Education, 1-25. (DOI 10.1007/s10857-016-9358-7).
  • Cooper, J., & Arcavi, A. (2013). “Mathematicians and elementary school mathematics teachers – meetings and bridges”. In Y. Li, & J. N. Moschkovich (Eds.), Proficiency and beliefs in learning and teaching mathematics – Learning from Alan Schoenfeld and G?nter T?rner (pp. 179-200). Rotterdam: Sense Publishers.
  • Cooper, J., & Touitou, I. “Teachers’ beliefs about knowledge for teaching – an indirect approach”. Paper accepted for presentation and publication at CERME 8 (Eighth Congress of European Research in Mathematics Education).
  • Cooper, J. 2011. “Mathematicians teaching elementary school teachers – A case study”. SEMT ’11 (pp. 118-125). Prague: Charles University, Faculty of Education. Paper presented and published at International Symposium for Elementary Mathematics Teaching.