Learning through teaching: novice mathematics teacher educators coping with unfamiliarity
Author:
Funder
Social Sciences and Humanities Research council of Canada
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10857-024-09654-2.pdf
Reference29 articles.
1. Arnon, I., Cottrill, J., Dubinsky, E., Oktaç, A., Roa Fuentes, S., Trigueros, M., & Weller, K. (2014). APOS theory: A framework for research and curriculum development in mathematics education. Springer. https://doi.org/10.1007/978-1-4614-7966-6
2. Bakogianni, D., Potari, D., Psycharis, G., Sakonidis, C., Spiliotopoulou, V., & Triantafillou, C. (2021). Mathematics teacher educators’ learning in supporting teachers to link mathematics and workplace situations in classroom teaching. In M. Goos & K. Beswick (Eds.), The learning and development of mathematics teacher educators: International perspectives and challenges (pp. 281–299). Springer. https://doi.org/10.1007/978-3-030-62408-8_15
3. Braun, V., Clarke, V., Terry, G., & Hayfield, N. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of research methods in health and social sciences (pp. 843–860). Springer. https://doi.org/10.1007/978-981-10-5251-4_103
4. Brown, J., Brown, L., Coles, A., & Helliwell, T. (2021). Working with awareness as mathematics teacher educators: Experiences to issues to actions. In M. Goos & K. Beswick (Eds.), The learning and development of mathematics teacher educators: International perspectives and challenges (pp. 187–204). Springer. https://doi.org/10.1007/978-3-030-62408-8_10
5. Castro-Rodríguez, E., Pitta-Pantazi, D., Rico, L., & Gómez, P. (2016). Prospective teachers’ understanding of the multiplicative part-whole relationship of fraction. Educational Studies in Mathematics, 92, 129–146. https://doi.org/10.1007/s10649-015-9673-4
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