Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience
Author:
Affiliation:
1. Teaching, Learning & Curriculum Studies, Kent State University, Kent, Ohio
2. Department of Mathematics, Texas State University, San Marcos, Texas
Funder
National Science Foundation
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/19477503.2024.2350909
Reference55 articles.
1. Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”
2. Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation
3. Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation
4. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. AERA.
5. Ball, D. L., & Bass, H. (2002, May). Toward a practice-based theory of mathematical knowledge for teaching. Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group, May 24-28, 2002, Kingston, Ontario, Canada (pp. 3–14).
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