Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge? (original) (raw)
Practitioners’ challenges in the application of conceptions of mathematical knowledge in the foundation phase mathematics learning
Chinedu Okeke
International Journal of Research in Business and Social Science (2147- 4478)
View PDFchevron_right
Pedagogical content knowledge for teaching primary mathematics: A case study of two teachers
Helen Chick
Identities, cultures and learning spaces, 2006
View PDFchevron_right
Understanding, assessing and developing children's mathematical thinking: the power of a one-to-one interview for preservice teachers in providing insights into appropriate pedagogical practices
Doug Clarke
International Journal of Educational Research, 2002
View PDFchevron_right
A CONCEPTUAL FRAMEWORK FOR EXAMİNİNG MATHEMATİCS TEACHERS’ PEDAGOGİCAL CONTENT KNOWLEDGE İN THE CONTEXT OF SUPPORTİNG MATHEMATİCAL THİNKİNG
Open Access Publishing Group
View PDFchevron_right
Reflecting on practice in early years’ settings: developing teachers’ understandings of children’s early mathematics
Rosamund Sutherland
2009
View PDFchevron_right
Understanding Teachers ’ Mathematical Knowledge for Teaching: A Theoretical and Methodological Approach*
Arthur B. Powell
2015
View PDFchevron_right
A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks
Victoria Gail Sanchez
Eurasia Journal of Mathematics, Science and Technology Education
View PDFchevron_right
Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one assessment interviews
Anne-Lise Roche
ZDM, 2011
View PDFchevron_right
A framework for primary teachers' perceptions of mathematical reasoning
Sandra Herbert, Leicha Bragg, Esther Loong
View PDFchevron_right
Troubling the mathematical child : an analysis of the production of the mathematical classroom and the mathematical child within the becoming of primary school student-teachers in England
Anna Llewellyn
2015
View PDFchevron_right
Rethinking About the Pedagogy for Pedagogical Content Knowledge in the Context of Mathematics Teaching
Mehmet Ozmantar
Eurasia Journal of Mathematics, Science and Technology Education
View PDFchevron_right
Teacher discourse and the construction of school mathematics
Ilana S Horn
View PDFchevron_right
Conceptualising Teachers’ Mathematical Knowledge in Teaching
Marilena Petrou
View PDFchevron_right
Exploring the Relationship between Questioning, Enacted Mathematical Tasks, and Mathematical Discourse in Elementary School Mathematics
Christie Martin
The Mathematics Educator, 2015
View PDFchevron_right
Exploring young children's (mathematical) thinking: preservice teachers reflect on the use of the one-to-one interview
Elizabeth Dunphy
International Journal of Early Years Education, 2010
View PDFchevron_right
Mathematical Knowledge and Primary Teachers: beyond the deficit model
Jean Murray
Journal of In-service Education, 1995
View PDFchevron_right
ILLUSTRATING A THEORY OF PEDAGOGICAL CONTENT KNOWLEDGE FOR! SECONDARY AND POST-SECONDARY MATHEMATICS INSTRUCTION
thawatchai kongnoom
View PDFchevron_right
Primary Student Teachers’ Understanding of Mathematics and its Teaching
Olwen Mcnamara
British Educational Research Journal, 1999
View PDFchevron_right
Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach
Hedwig Gasteiger
ZDM, 2019
View PDFchevron_right
Pre-service Primary Teachers’ Mathematical Content Knowledge: An Exploratory Study
Lynn Bowie
African Journal of Research in Mathematics, Science and Technology Education, 2019
View PDFchevron_right
Primary Mathematics and the Developing Professional
Janette Bobis
2004
View PDFchevron_right
Teachers’ knowledge of children’s mathematical development
mery noviyanti
Journal of Education and Learning (EduLearn), 2020
View PDFchevron_right
The complex interplay between theory in mathematics education and teachers’ practice
ade maftuh
Handbook of International Research in Mathematics Education, 2014
View PDFchevron_right
A 'Knowledge Quartet' Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge
Sharyn Livy
2010
View PDFchevron_right
Epistemologies, beliefs and conceptions of mathematics teaching and learning: The theory, and what is manifested in mathematics teachers' work in England, …
Birgit Pepin
TNTEE Publications, 1999
View PDFchevron_right
Emergences and affordances as opportunities to develop teachers’ mathematical content knowledge
Cyril Julie
International Journal of Mathematical Education in Science and Technology, 2014
View PDFchevron_right