Pedagogical knowledge, teaching of fractions and initial teacher training

被引：0

作者：

Castro-Rodriguez, E. ^{[1
]}

Rico, L. ^{[1
]}

机构：

[1] Univ Granada, Granada, Spain

来源：

INVESTIGACION EN EDUCACION MATEMATICA XXI | 2017年

关键词：

didactical analysis; preservice teacher training; fractions instruction; part-whole relationship;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this paper we present a case study that analyzes the pedagogical knowledge that a group of future primary teachers demonstrate when dealing with issues related to the teaching of the concept of fraction. Through interviews, we study the participant ability to design school tasks, enunciate objectives and anticipate possible limitations in the students about the meaning of the fraction. The results show the priority content that these subjects consider in that teaching.

引用

页码：197 / 206

页数：10

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