Secondary mathematics teachers' content knowledge for teaching in two contexts: Interpreting versus managing didactically students' understandings
| Autor: | Zoitsakos, Sotirios, Zachariades, Theodossios, Sakonidis, Charalambos |
|---|---|
| Přispěvatelé: | Democritus University of Thrace (DUTH), Charles University in Prague, Faculty of Education, ERME, Konrad Krainer, Naďa Vondrová, Vondrová, Naďa |
| Jazyk: | angličtina |
| Rok vydání: | 2015 |
| Předmět: |
teacher knowledge
[SHS.EDU]Humanities and Social Sciences/Education [MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO] [SHS.EDU] Humanities and Social Sciences/Education [MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO] ComputingMilieux_COMPUTERSANDEDUCATION decimal number Procept |
| Zdroj: | CERME 9-Ninth Congress of the European Society for Research in Mathematics Education CERME 9-Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3296-3302 |
| Popis: | International audience; Teachers' content knowledge for teaching mathematics has been the focus of considerable research that aims to identify this knowledge and to explore the ways in which it is related and affects teachers' initial and professional learning. The paper presents a study which examines secondary teachers' mathematical knowledge emerging in their interpretations of and instructional management suggestions for four hypothetical students' misconceptions regarding the decimal representation '0.3999…'. The results show that teachers' mathematically correct conceptions do not guarantee instructional approaches free of erroneous mathematical ideas. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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