Mathematical knowledge for teaching as a didactic praxeology
It is widely acknowledged that teachers' work has both practical and theoretical dimensions, both praxis and logos, and that teacher education should address both dimensions. However, as argued in this article, existing discourses for describing the mathematical knowledge of teachers and what it tak...
保存先:
| 第一著者: | |
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| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
Frontiers Media S.A.
2023-08-01
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| シリーズ: | Frontiers in Education |
| 主題: | |
| オンライン･アクセス: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1165977/full |
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