A prospective teacher’s conceptions about the nature of mathematical tasks and professional knowledge within task unfolding
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Link
https://link.springer.com/content/pdf/10.1007/s10857-023-09584-5.pdf
Reference66 articles.
1. Nathan, M. J., & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40(4), 905–928.
2. Ainley, J., & Margolinas, C. (2015). Accounting for student perspectives in task design. In A. Watson & M. Ohtani (Eds.), Task design in mathematics education (pp. 115–142). Springer International Publishing.
3. Amador, J. M., & Earnest, D. (2018). Launching forth: Preservice teachers translating elementary mathematics curriculum into lessons. Mathematics Education Research Journal, 31(3), 301–323.
4. Arbaugh, F., & Brown, C. A. (2005). Analyzing mathematical tasks: A catalyst for change? Journal of Mathematics Teacher Education, 8(6), 499–536. https://doi.org/10.1007/s10857-006-6585-3
5. Ayalon, M., & Wilkie, K. (2020). Developing assessment literacy through approximations of practice: Exploring secondary mathematics prospective developing criteria for a rich quadratics task. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2019.103011
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1. Towards constructive ambiguity: changing views during secondary mathematics teacher education?;Scandinavian Journal of Educational Research;2024-06-03
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