The role of knowledge and beliefs in helping learners to progress their mathematical understanding.
- Published in:
- Journal of Mathematics Teacher Education, 2019, v. 22, n. 2, p. 125, doi. 10.1007/s10857-019-09432-5
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- Article
Works matching IS 13864416 AND DT 2019 AND VI 22 AND IP 2
Results: 5
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Using theories and research to analyze a case: learning about example use.
- Published in:
- Journal of Mathematics Teacher Education, 2019, v. 22, n. 2, p. 205, doi. 10.1007/s10857-017-9386-y
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- Article
3
Expert mathematics teacher educators' purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses.
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- Journal of Mathematics Teacher Education, 2019, v. 22, n. 2, p. 179, doi. 10.1007/s10857-017-9385-z
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- Article
4
"Children know more than I think they do": the evolution of one teacher's views about equitable mathematics teaching.
- Published in:
- Journal of Mathematics Teacher Education, 2019, v. 22, n. 2, p. 153, doi. 10.1007/s10857-017-9384-0
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- Article
5
Teachers' conceptions of prior knowledge and the potential of a task in teaching practice.
- Published in:
- Journal of Mathematics Teacher Education, 2019, v. 22, n. 2, p. 129, doi. 10.1007/s10857-017-9378-y
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- Article