| Autor: |
Moore, Kevin C., Tasova, Halil I., Stevens, Irma E., Liang, Biyao |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2024, p1145-1155, 11p |
| Abstrakt: |
Quantitative reasoning’s emergence as a foundation for students’ mathematical development has generated a need for supporting teachers’ capacity to teach for such reasoning. In this paper, we discuss a meanings perspective on working with prospective and practicing teachers in order to support their constructing meanings that foreground quantitative reasoning. Our meanings perspective, referred to as competing meanings, involves a problematization of extant meanings, the construction of alternative meanings, and a critical comparison of each. Here, we present our perspective and informing theories. We also draw on our empirical work to provide tangible and research-based examples of our competing meanings perspective. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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