Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding.
In: Journal for Research in Mathematics Education, Jg. 24 (1993), Heft 1, S. 8-40
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Zugriff:
Explored one student teacher's ideas and practices, together with the messages about teaching for procedural and conceptual knowledge that were presented by the student's teacher education program. Found that the student teacher taught, learned to teach, and had opportunities to learn to teach for procedural knowledge more often and more consistently than she did for conceptual knowledge. (28 references) (Author/MDH)
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Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding.
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Autor/in / Beteiligte Person: | Eisenhart, Margaret |
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Zeitschrift: | Journal for Research in Mathematics Education, Jg. 24 (1993), Heft 1, S. 8-40 |
Veröffentlichung: | 1993 |
Medientyp: | report |
ISSN: | 0021-8251 (print) |
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