Mathematics Teachers’ Knowledge and Professional Development: A Cross-Case Comparison Study
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-030-90850-8_10
Reference33 articles.
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2. Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245–274.
3. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.
4. Barbero, M., Gómez-Chacón, I. M., & Arzarello, F. (2020). Backward reasoning and epistemic actions in discovering processes of strategic games problems. Mathematics, 8(6), 989. https://doi.org/10.3390/math8060989
5. Bikner-Ahsbahs, A., & Prediger, S. (2010). Networking of theories: An approach for exploiting the diversity of theoretical approaches. In B. Sriraman & L. English (Eds.), Theories of Mathematics Education: Seeking new frontiers (pp. 483–506). Berlin: Springer.
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1. Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching;ZDM – Mathematics Education;2024-08-27
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