Previous research indicates the importance of teachers’ knowledge of mathematical definitions—as well as their beliefs. Much remains unknown, however, about the specific knowledge required doing the mathematical task of teaching involving definitions and the related teacher beliefs. In this article, we analyze focus-group interviews that were conducted in a Norwegian context to examine the adaptability of the U.S. developed measures of mathematical knowledge for teaching. Qualitative content analysis was applied in order to learn more about the teachers’ beliefs about mathematical knowledge for teaching definitions. The results indicate that teachers believe knowledge of mathematical definitions is an important aspect of mathematical knowledge for teaching, but they do not regard it as important to actually know the mathematical definitions themselves.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.