The process of interpretation and assessment of students’ mathematical productions represents a crucial aspect of teachers’ practices. In such processes, teachers rely on the so-called interpretative knowledge, which includes particular aspects of their mathematical and pedagogical knowledge, their view of mathematics, and their values. In this paper, we analyze and discuss prospective primary teachers’ interpretative knowledge gained through their assessment of different subtraction algorithms.
Prospective teachers' interpretative knowledge: giving sense to subtraction algorithms / DI MARTINO, Pietro; Mellone, Maria; Minichini, Ciro; Miguel, Ribeiro. - (2016), pp. 66-75. (Intervento presentato al convegno ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development tenutosi a Berlino, Germania nel 5-7 Ottobre 2016).
Prospective teachers' interpretative knowledge: giving sense to subtraction algorithms
DI MARTINO, PIETRO;Maria, Mellone
;Ciro, Minichini;
2016
Abstract
The process of interpretation and assessment of students’ mathematical productions represents a crucial aspect of teachers’ practices. In such processes, teachers rely on the so-called interpretative knowledge, which includes particular aspects of their mathematical and pedagogical knowledge, their view of mathematics, and their values. In this paper, we analyze and discuss prospective primary teachers’ interpretative knowledge gained through their assessment of different subtraction algorithms.| File | Dimensione | Formato | |
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