Recent Trends of History of Mathematics Teacher Education: The Iberic American Tradition
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Publisher
Springer International Publishing
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https://link.springer.com/content/pdf/10.1007/978-3-031-29900-1_12
Reference141 articles.
1. Alfaro, C., Flores, P., & Valverde, G. (2020). Conocimiento especializado de profesores de matemática en formación inicial sobre aspectos lógicos y sintácticos de la demostración. PNA 14:2, 85-117, https://doi.org/10.30827/pna.v14i2.9363.
2. Almeida, M. V. R., Ribeiro, M., & Fiorentini, D. (2021). Mathematical specialized knowledge of a mathematics teacher educator for teaching divisibility. PNA, 15:3, 187-210, https://doi.org/10.30827/pna.v15i3.15778.
3. Amador, J., Bragelman, J., & Superfine, A. (2021). Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing. Teaching and Teacher Education, 99, 103256. https://doi.org/10.1016/j.tate.2020.103256
4. 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. https://doi.org/10.1177/0022487108324
5. Barbé, J., Bosch, M., Espinoza, L., & Gascón, J. (2005). Didactic restrictions on the teacher’s practice: The case of limits of functions in Spanish high schools. In C. Laborde, M.-J. Perrin-Glorian, & A. Sierpinska (Eds.), Beyond the apparent banality of the mathematics classroom (pp. 235–268). Springer.
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