<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Thomas  Falkenberg</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">KNOWING MATHEMATICS-FOR-TEACHING: THE CASE OF PLANNING LEARNING ACTIVITIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">mathematics teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics-for-teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ subject matter knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching mathematics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=968802</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Traditionally mathematical subject matter knowledge for teachers was defined with reference to the academic discipline of mathematics. Since the 1990s, however, a reconceptualization of what Shulman has called content knowledge for teachers has been suggested. In mathematics education, it has been conceptualized by some researchers through the notion of mathematics-for-teaching: the mathematics teachers need to know derives from the practice of teaching mathematics at the school level. The study reported upon in this article inquired into the mathematics-for-teaching used by elementary school teachers during joint lesson planning sessions. Implications for teacher education are discussed.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">58-69</style></section></record></records></xml>