Titlebook: Mathematical Knowledge in Teaching; Tim Rowland,Kenneth Ruthven Book 2011 Springer Science+Business Media B.V. 2011 cultural context.knowl

OPINE

compose

Teaching Mathematics as the Contextual Application of Mathematical Modes of Enquirycted frames of school mathematics. We explored one of these frames, the preparation of teaching resources, to investigate our hypothesis about the central role of mathematical modes of enquiry. We set up an artificial resource preparation exercise amongst a group of knowledgeable mathematics educato

CLEFT

Conceptualising Mathematical Knowledge in Teachingalisations. By identifying types of subject-related knowledge distinctive to teaching, Subject knowledge differentiated demonstrates that expert teaching calls for more than ordinary subject expertise. Subject knowledge contextualised highlights the significance of the embedding of such knowledge in

Ornament

The Cultural Location of Teachers’ Mathematical Knowledge: Another Hidden Variable in Mathematics Edf whom were defined locally as effective. The lesson sequences, both on linear equations, show how teachers’ didactic decision making is informed by three different curricula: an intended curriculum, an idealised curriculum and a received curriculum. An intended curriculum, as defined by the second

諷刺

猛烈責(zé)罵

Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teachingstituted in and across a range of programmes, across diverse teacher training institutions in South Africa. Our study includes three cases from three different teacher education sites where teachers were enrolled in in-service upgrading programmes. Our focus is on what comes to be the content of mat

Astigmatism

南極