Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions
The goal of this study is to align teachers’ Mathematical Knowledge for Teaching (MKT) with their classroom instruction. To reduce the classroom complexity while keeping the connection between teaching and learning, I focused on Teacher Responses to Student Errors and Difficulties (TRED) in teaching...
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| Format: | Others |
| Language: | en_US |
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2010
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| Online Access: | http://hdl.handle.net/1969.1/ETD-TAMU-1481 http://hdl.handle.net/1969.1/ETD-TAMU-1481 |