Literature Review You will choose a curriculum topic of interest related to mathematics and science. Once you decide on a topic of interest. You will then outline a plan for writing your literature...

Mathematical knowledge
Contents
Introduction    2
The Knowledge Base for Teaching Mathematics    2
Conclusion    5
References    6
Introduction
Three types of the knowledge are essential for teaching the mathematics: mathematics knowledge, student knowledge as well as teaching practice knowledge. These may be viewed in the teaching triangle mathematics, where pupils are the two vertices of a triangle, besides the teaching practice is the interaction depicted by the arrows.
The Knowledge Base for Teaching Mathematics
Mathematical knowledge consists of mathematical concepts, facts, actions, and the relationship between them; understanding the expression of mathematical ideas; especially the understanding of the mathematics as the discipline, how to generate mathematical knowledge, nature of dissertation in mathematics, and the norms and values of evidence for guiding argument. In our use of the term, mathematical knowledge comprises consideration of objectives of mathematics teaching and give the base for distinguishing and prioritizing these objectives (Cathy M. Chaput & Beth Smith, 2019). Understanding mathematics teaching is not just about understanding your own mathematics. Teachers surely required to be capable to comprehend concepts correctly as well as execute them correctly, but they must similarly be capable to comprehend the conceptual basis of that knowledge. In their job as educators, they should understand the mathematics in a way that can describe and unravel thoughts in manners that are not required in ordinary adult life. Their mathematical sensitivities play an important role in guiding their decision-making and interpretation of pupils' mathematical efforts.
Students' knowledge as well as how they understand mathematics include common knowledge of how numerous mathematical ideas grow in kids over time, and how to determine a child's specific knowledge in the developmental trajectory (Crisan, 2013). It includes familiarity with the common problem’s students face in specific mathematical procedures and concepts, including learning knowledge and various experiences, methods and designs that stimulus students' learning and thinking.
Teaching practice knowledge comprises course knowledge, task knowledge and equipment for teaching significant mathematical philosophies, how to plan and manage knowledge of classroom dissertation, and classroom normative knowledge which supports the growth of mathematical skill. However, teaching requires beyond just knowledge (Mohr, 2013). What teachers requires to do and...