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

引用

页码：391 / 399

页数：9

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