A PRIORI ANALYSIS: A TOOL OF 'NEW TEACHERS' MATHEMATICAL KNOWLEDGE - A CASE STUDY

被引：0
|
作者：
Vighi, Paola [1 ]
Marchini, Carlo [1 ]
机构：
[1] Univ Parma, I-43100 Parma, Italy
来源：
PROCEEDINGS - THE MATHEMATICAL KNOWLEDGE NEEDED FOR TEACHING IN ELEMENTARY SCHOOLS | 2011年
关键词：
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
We administered a questionnaire to a sample of volunteer 'new teachers', where issues were relative to a geometric task designed for grade 4 pupils (9/10 years old). Our aim has been to investigate if a pedagogical content which is relevant for the teaching mathematics, i.e. the a priori analysis, is a result of an overall practice which improves the capability to foresee pupil's answers and difficulties in tasks execution. We consider this specific tool as integral part of mathematics-for- teaching
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页码：391 / 399
页数：9
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