Using tasks to explore teacher knowledge in situation-specific contexts

Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) wh...

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Bibliographic Details
Main Authors: Irene Biza, Elena Nardi, Theodossios Zachariades
Format: Default Article
Published: 2007
Subjects:
Teacher knowledge
Task
Algebra
Absolute value
Online Access:https://hdl.handle.net/2134/8850
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