![]() ![]() ![]() Historically, researchers have focused on many aspects of teaching, but more often than not scant attention has been given to how teachers need to understand the subjects they teach. While teacher content knowledge is crucially important to the improvement of teaching and learning, attention to its development and study has been uneven. By using the ecological engineering metaphor, the preparation of mathematics for teaching is presented as a two-sided process that involves both the adaptation of knowledge and the modification of its environment. To promote a more holistic understanding, an alternative metaphor is offered: preparing mathematics for teaching as ecological engineering. ![]() Although these metaphors are powerful and allow for different ways of thinking and speaking about preparing mathematics for teaching, they suggest that preparing mathematics for teaching is largely a one-sided process in the sense of an adaptation of the knowledge in question. The metaphorical language used in these schools of thought is based on different theoretical positions, orientations, and images of preparing mathematics for teaching. Among the metaphors under consideration here are: the unpacking metaphor, which finds its origin in the Anglo-American school of thought of pedagogical reduction of mathematics the elementarization metaphor, which has its origin in the German school of thought of didactic reconstruction of mathematics and the recontextualization metaphor, which originates in the French school of thought of didactic transposition. This paper explores how different schools of thought in mathematics education think and speak about preparing mathematics for teaching by introducing and proposing certain metaphors. ![]()
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