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Data were collected through classroom observation records, teacher interviews, and weekly teacher-researcher meetings in the school. The paper examines mathematical challenges for a primary teacher unpacking the division algorithm in a Grade 4 setting. The findings illustrate how focusing on in-situ mathematical knowledge can shift teachers’ well-formed beliefs and support broader understanding of teaching demands during educational reform.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-knowledge-and-learning-in-situ-issue-3-abstract-and-key-findings-on-grade-4-long-division/593804/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-knowledge-and-learning-in-situ-issue-3-abstract-and-key-findings-on-grade-4-long-division/593804.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"To explore and enhance experienced school mathematics teachers’ knowledge of students’ thinking as it is manifested in practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is data collected for the case study?",{"text":117,"@type":113},"Through records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school.",{"name":119,"@type":110,"acceptedAnswer":120},"What classroom context does the paper analyze?",{"text":121,"@type":113},"A Grade 4 classroom where a primary school teacher attempts to unpack the structure of the long division algorithm while teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593804,1792641563,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 3 | Article 1 |\n| --- | --- |\n| 2018\u003Cbr>Teacher Knowledge and Learning In-situ: A Case Study of the Long Division Algorithm\u003Cbr>Shikha Takker\u003Cbr>Homi Bhabha Centre for Science Education, TIFR, India, [shikha4268@gmail.com](shikha4268@gmail.com)\u003Cbr>K. Subramaniam\u003Cbr>Homi Bhabha Centre for Science Education, TIFR, India, [subra@hbcse.tifr.res.in](subra@hbcse.tifr.res.in) |  |\n\nRecommended Citation  \nTakker, S., & Subramaniam, K. (2018). Teacher Knowledge and Learning In-situ: A Case Study of the Long Division Algorithm. Australian Journal of Teacher Education, 43 (3).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss3/1](http://ro.ecu.edu.au/ajte/vol43/iss3/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss3/1](http://ro.ecu.edu.au/ajte/vol43/iss3/1)  \nAustralian Journal of Teacher Education  \nTeacher Knowledge and Learning In-situ: A Case Study of the Long  \nDivision Algorithm  \nShikha Takker  \nK. Subramaniam  \nHomi Bhabha Centre for Science Education, TIFR, Mumbai, India  \nAbstract: The aim of the study reported in this paper was to explore  \nand enhance experienced school mathematics teachers’knowledge of  \nstudents’thinking, as it is manifested in practice. Data were collected  \nfrom records of classroom observations, interviews with participating  \nteachers, and weekly teacher-researcher meetings organized in the  \nschool. In this paper, we discuss the mathematical challenges faced  \nby a primary school teacher as she attempts to unpack the structure of  \nthe division algorithm, while teaching in a Grade 4 classroom.  \nThrough this case study, we exemplify how a focus on  \nmathematical knowledge for teaching ‘in situ’helped in triggering a  \nchange in the teacher’s well-formed knowledge and beliefs about the  \nteaching and learning of the division algorithm, and related students’  \ncapabilities. We argue that in the context of educational reform, an  \nanalysis of knowledge demands placed on the teacher helps in  \nunderstanding and supporting teachers’work.  \nKey words: learning in situ, long division algorithm, mathematical knowledge for teaching, professional development, students’ mathematics, teacher challenges.  \nIntroduction  \nThe claim that teachers need specialized knowledge in order to teach school subjects effectively, has had a widespread influence on education research as well as on the design of interventions in teacher development (Edwards, Gilroy & Hartley, 2005) . Sustained efforts have been made by researchers to develop characterizations of specialized teacher knowledge that remain close to the actual work of teaching (Petrou & Goulding, 2011) . The design of teacher education curricula or professional development interventions is founded on a conception that individual teacher’s knowledge of mathematics teaching impacts their practice. Curricular reform efforts in India, as in the other countries across the world, have called for changes in teaching practice, which place new demands on teachers’knowledge required for teaching (NCTE, 2009; ARC, 1990; Tatoo et al., 2012) . There is a need to identify both the form and the content of teacher knowledge that is most likely to translate into changed classroom practice.  \nExisting frameworks of teacher knowledge attempt to identify its components, especially those components that are missing from typical trajectories laid out by formal teacher preparation programmes (Ball, Thames & Phelps, 2008) . Teacher knowledge is characterized by focusing on the teacher and the knowledge that the teacher brings to the classroom. Such frameworks have been criticized for at least two reasons. First, the existing frameworks view teacher knowledge as static (Hodgen, 2011) . Hodgen argues,“teacher  \nVol 43, 3, March 2018 1  \nAustralian Journal of Teacher Education  \nknowledge is embedded in the practices of teaching and any attempt to describe this knowledge abstractly is","cbCaikzaqEkWh9Ke","https://ap.wps.com/l/cbCaikzaqEkWh9Ke","pdf",553394,21,"English","# Abstract\n# Introduction\n## Specialized teacher knowledge and its critiques\n## Implications for professional development design\n## Case study focus and reported change","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To explore and enhance experienced school mathematics teachers’ knowledge of students’ thinking as it is manifested in practice.\"},{\"question\":\"How is data collected for the case study?\",\"answer\":\"Through records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school.\"},{\"question\":\"What classroom context does the paper analyze?\",\"answer\":\"A Grade 4 classroom where a primary school teacher attempts to unpack the structure of the long division algorithm while teaching.\"}]","Teacher Knowledge and Learning In-situ - Issue 3 - Abstract and key findings on Grade 4 long division | PDF",1792077949,53]