Results 11 to 20 of about 421,589 (304)
Revista Interinstitucional Artes de Educar, 2023 This study aimed to identify, describe and characterize mathematical knowledge for teaching fractions, that emerged in a discussion about elementary school students' responses to questions posed to them in real elementary school classrooms.
Rosângela Milagres Patrono +2 more
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Discussing a teacher MKT and its role on teacher practice when exploring data analysis [PDF]
, 2012 This article considers teacher knowledge in managing mathematically critical situations and the role of what can be termed a mathematical summary in the analysis of a teaching episode, viewed from the perspective of Mathematical Knowledge for Teaching ...
Carrillo, José, Ribeiro, Carlos Miguel
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Pythagoras, 2006 In their description of the mathematical work of teaching, Ball, Bass & Hill (2004) describe the mathematical problem solving that teachers do as they go about their work.
Mercy Kazima, Jill Adler
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Mathematics for teaching: What is it and why is it important that we talk about it?
Pythagoras, 2005 I begin this paper with a brief discussion of what can be considered systemic ‘problems’ in mathematics education before moving on to the research problem I am currently investigating. This broad introduction will help locate the QUANTUM research project
Jill Adler
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Supporting argumentation in mathematics classrooms
LUMAT, 2022 Reform movements in mathematics education advocate that mathematical argumentation play a central role in all classrooms. However, research shows that mathematics teachers at all grade level find it challenging to support argumentation in mathematics ...
John Francisco
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Perspectives on pre-service teacher knowledge for teaching early algebra
Perspectives in Education, 2013 This paper examines a pre-service teacher’s content knowledge for teaching early algebra from two perspectives, i.e. using Rowland’s Knowledge Quartet theory and Ball’s framework for Mathematical Knowledge for Teaching (MKfT).
Sharon McAuliffe, Fred Lubben
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Prospective Elementary School Teachers’ Ways of Making Sense of Mathematical Problem Posing [PDF]
, 2012 The study tackled prospective teachers’ sense-making of mathematical problem posing and the impact of posing different contextual problems on their learning. Focus was on the generation of new problems and reformulation of given problems.
Chapman, Olive
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Korean Teachers' Mathematical Knowledge for Teaching in Algebraic Reasoning
Journal of Educational Research in Mathematics, 2020 To collect information about teachers concerning mathematical knowledge for teaching and find out what needs to be considered in developing a curriculum to teach it, the current study surveyed 137 secondary teachers and interviewed thirteen of them in ...
Yeon Kim
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Pre-service teacher’s mathematical knowledge for teaching in problem-based learning
Journal of Research and Advances in Mathematics Education, 2020 Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in
Ifada Novikasari
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Matematikklæreres refleksjoner om egne undervisningsutfordringer
Acta Didactica Norden, 2021 Matematikkundervisning stiller krav til matematikkfaglig og matematikkdidaktisk kunnskap. Mens mange forskere har studert kunnskapen lærere har, eller den kunnskapen de bruker i undervisningen, retter denne studien fokuset mot hvilke matematiske ...
Marianne Maugesten +2 more
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