Mathematics teachers’ interpretative knowledge of students’ errors and non-standard reasoning-Reference-Cited by-同舟云学术

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Mathematics teachers’ interpretative knowledge of students’ errors and non-standard reasoning

Published:2020-03-02 Issue:2 Volume:22 Page:154-167
ISSN:1479-4802
Container-title:Research in Mathematics Education
language:en
Short-container-title:Research in Mathematics Education

Author:

Mellone Maria¹,Ribeiro Miguel²^ORCID,Jakobsen Arne³^ORCID,Carotenuto Gemma¹,Romano Piera⁴,Pacelli Tiziana¹

Affiliation:

1. Department of Mathematics, University Federico II, Naples, Italy

2. Department of Education and Cultural Practices, State University of Campinas, Campinas, Brazil

3. Department of Education and Sports Science, University of Stavanger, Stavanger, Norway

4. Secondary School Mons. B. Mangino, Pagani, Italy

Publisher

Informa UK Limited

Subject

General Mathematics,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/14794802.2019.1710557

Reference18 articles.

1. Content Knowledge for Teaching

2. Mathematical discussion and perspective drawing in primary school

3. The mathematics teacher’s specialised knowledge (MTSK) model*

4. Listening for Differences: An Evolving Conception of Mathematics Teaching

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1. How pedagogical content knowledge sharpens prospective teachers’ focus when judging mathematical tasks: an eye-tracking study;Educational Studies in Mathematics;2023-12-19

2. Unfolding Teachers’ Interpretative Knowledge into Semiotic Interpretative Knowledge to Understand and Improve Mathematical Learning in an Inclusive Perspective;Education Sciences;2023-01-08

3. The Janet Duffin Award for 2020;Research in Mathematics Education;2021-09-02

4. Academic Cultures: Psychology of Education Perspective;Human Arenas;2021-07-07

5. Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement;International Journal of Educational Management;2021-01-04

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