Sorry, you do not have access to this eBook
A subscription is required to access the full text content of this book.
Metrics
Views
2.0k+
In This Chapter
-
Teacher knowledge and understanding of students’ mathematical learning and thinking
- What is Entailed by Students’ Mathematical Learning?
- Students’ conceptions
- Different forms of knowledge and kinds of understanding
- Instrumental understanding and relational understanding: A dichotomy or a continuum?
- Algorithmic, formal and intuitive dimensions of mathematics: Interactions and inconsistencies
- Knowing-about and knowing-to: Knowing facts versus knowing to act
- Classroom culture
- What can Happen in the Classroom?
- Knowing and not knowing about “finishing” open expressions
- Attention to student ways of learning and knowing
- Different Perspectives on Teachers’ Knowledge About Student Learning
- Knowing about student conceptions
- Knowing about forms of knowledge
- Knowing about classroom culture
- Navigating between perspectives
- Teacher Education: What and How
- Educating about student conceptions
- Looking to the Future
- Note
- References
Abstract
It is widely accepted today that teachers should be aware of, and knowledgeable about, students’ mathematical learning. It is believed that such awareness and knowledge significantly contribute to various aspects of the practice of teaching. In this chapter, we critically examine this commonly held belief.
Other ways to access this content:
Email to request access
Purchase this book
Related chapters
Search for more...
© Informa UK Limited, an Informa Group Company
Home | About RHO | Collections
| Free trial
| How to buy
| Promotions
| Contact us | Help & FAQs
Librarian resources
| Privacy policy
| Cookies
| Terms & conditions
