| Autor: |
Biyao Liang |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 11/14/2019, p1814-1819, 6p |
| Abstrakt: |
I propose a model of student-teacher interaction with attention to teachers’ construction and enactment of knowledge of students’ mathematics. I adopt the theoretical perspective of radical constructivism to discuss how it enables us to simultaneously account for individual teacher cognition and the dynamics of student-teacher interaction. Specifically, I characterize a mechanism by which student-teacher interaction is generative to teachers’ mathematical learning at a cognitive level. I close the paper by discussing the implications for research on teacher decentering and teacher knowledge, and the potential methodological challenges. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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