A Macro Tool to Characterize and Develop Key Competencies for the Mathematics Teacher’ Practice

Author:

Pino-Fan Luis R.ORCID,Castro Walter F.ORCID,Moll Vicenç Font

Funder

Fondo Nacional de Desarrollo Científico y Tecnológico

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference102 articles.

1. An, S., & Wu, Z. (2012). Enhancing mathematics teachers’ knowledge of students’ thinking from assessing and analyzing misconceptions. International Journal of Science and Mathematics Education, 10(3), 717–753. https://doi.org/10.1007/s10763-011-9324-x

2. Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662. https://doi.org/10.1016/j.compedu.2010.07.009

3. Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. European Journal of Teacher Education, 37(4), 453–464. https://doi.org/10.1080/02619768.2014.912627

4. Assis, A., Godino, J. D., & Frade, C. (2012). As dimensões normativa e metanormativa em um contexto de aulas exploratório-investigativas [The normative and meta-normative dimensions in a context of exploratory-investigative classes]. RELIME: Revista Latinoamericana de Investigación en Matemática Educativa, 15(2), 171–198.

5. Barmby, P., Bolden, D., & Thompson, L. (2014). Understanding and enriching problem solving in primary mathematics. Critical Publishing.

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