ABSTRACT
This chapter discusses models of professional knowledge that apply to mathematics teachers and will illustrate this with ways that beginning mathematics teachers can develop their knowledge. Within the context of learning to teach mathematics, beginning teachers will also encounter classroom perspectives from teacher educators in school and in other organisations such as the Institute of Higher Education. It focuses on some of the building blocks of the professional knowledge, skills and understanding that the people want to foster in teaching. The chapter ends with a model of collaborative classroom enquiry designed to help the people to support beginning teachers. MKT requires beginning teachers to understand the content of the curriculum as well as understanding the ways that mathematics is connected and learned. Frameworks for understanding mathematics teacher orientations provide useful starting points for dialogue with beginning teachers as well as ways of interrogating their approaches to the classroom.
