Discussing a teacher MKT and its role on teacher practice when exploring data analysis
Tipo de documento
Autores
Lista de autores
Ribeiro, Carlos Miguel y Carrillo, José
Resumen
This article considers teacher knowledge in managing mathematically critical situations and the role of what can be termed a mathematical summary in the analysis of a teaching episode, viewed from the perspective of Mathematical Knowledge for Teaching (MKT). The analysis is based on an episode of content review, from a perspective which aims to understand the teacher’s logic rather than merely identify gaps in their knowledge. We discuss the importance of approaching mathematically critical situations in order to contribute to eradicating mathematical innumeracy (statistics) and to promote a kind of practice which is “mathematically demanding” as well as “pedagogically exciting”.
Fecha
2012
Tipo de fecha
Estado publicación
Términos clave
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Nivel educativo
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Revisado por pares
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Referencias
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