Pre-service teachers’ mathematical reasoning as an imperative for codified conceptual pedagogy in algebra: a case study in teacher education

Author:

Castro Belinda de

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference33 articles.

1. Ball, D. L. (2000). Bridging practices: intertwining content and pedagogy in teaching and learning to teach.The Journal of Policy, Practice and Research in Teacher Education, 51(3), 241–247.

2. Baroody, A. J. (1993).Problem solving, reasoning and communicating Helping children think mathematically. New York: Mcmillan Publishing Co.

3. Bigge, M., & Shermis, S. (1999).Learning theories for teachers. New York: Addison Wesley Longman Inc

4. Bromme, R., & Steinbring, H. (1994). Interactive development of subject matter in the mathematics classroom.Educational Studies in Mathematics, 27(3), 10–13, 144-150, 212-217.

5. Bryan, T. J. (n.d.). The conceptual knowledge of preservice secondary mathematics teachers: how well do they know the subject matter they will teach?Issues in the Undergraduate Mathematics Preparation of school Teachers. Retrieved Feb. 12, 2002, from http:www. k-12prep.math.ttu.edu/journal/contentknowledge/bryan0 1/article.pdf

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