In recent years we have been:

- using the KQ as a tool to support focused reflection on the application of teacher knowledge of mathematics subject-matter and didactics in mathematics teaching (Corcoran 2007, Kleve 2009, Rowland & Turner, 2009, Turner, 2009).

- working with early-career teachers, pre-service teachers and their school-based mentors, and with university-based mathematics teacher educators, in applying the KQ to the development of mathematics teaching.

These participants often conceptualise one or more of the dimensions of the KQ in ways that differ from the understandings shared within the research team which conducted the classroom-based research leading to its development and conceptualisation.

“Essentially, the Knowledge Quartet provides a repertoire of ideal types that provide a heuristic to guide attention to, and analysis of, mathematical knowledge-in-use within teaching. However, whereas the basic codes of the taxonomy are clearly grounded in prototypical teaching actions, their grouping to form a more discursive set of superordinate categories – Foundation, Transformation, Connection and Contingency – appears to risk introducing too great an interpretative flexibility unless these categories remain firmly anchored in grounded exemplars of the subordinate codes.”

[Ken Ruthven (2011). Conceptualising mathematical knowledge in teaching. In T. Rowland and K. Ruthven (Eds). Mathematical Knowledge in Teaching. New York: Springer.]

The purpose of this website is to: Assist researchers interested in analysing classroom teaching using the Knowledge Quartet by providing comprehensive coverage to “grounded exemplars” of the 21 contributory codes from primary and secondary classrooms.

Scenarios and commentary on this website (accessed through the links to the right) were contributed by:

Tim Rowland Cambridge, UK
Tracy Weston Vermont, US
Anne Thwaites Cambridge, UK
Fay Turner Cambridge, UK
Bodil Kleve Oslo, Norway
Dolores Corcoran Dublin, Ireland
Gwen Ineson Brunel, UK
Ray Huntley Brunel, UK
Marilena Petrou Cyprus/ UK
Ove Gunnar Drageset Tromsø, Norway
Nicola Bretscher London KCL, UK
Mona Nosrati Norway/Cambridge, UK
Marco Bardelli Padova, Italy
Semiha Kula and     Esra Bukova Güzel Izmir, Turkey