EMOTIONAL KNOWLEDGE OF MATHEMATICS TEACHERS – RETROSPECTIVE PERSPECTIVES OF TWO CASE STUDIES

The teacher’s activity includes all that he/she does or does not, all that he/she says or does not (Robert, 2008) to achieve his/her tasks: promoting the learning of a given topic

teachers knowledge of the teaching and learning of the content. The checklist, drawing on the MTSK model, was designed to focus trainees’ attention on relevant aspects

They had also taken an elective addressing (among others) PS content, in which they were introduced to strategies and heuristics, problem posing and strategies

Thus, in that sense, it is essential to focus on the content of such knowledge and, in particular, on the dimensions that would allow teachers to develop such mathematical

While the TPACK construct is recognized and supported by extensive research and scholarly work, teacher educators must design professional in-service learning experiences

The qualitative findings of the study indicated that participants had difficulties identifying especially symbolic, example-based, transformational and axiomatic

Mathematics teachers’ conceptions of how to promote decision-making while teach- ing statistics: The case of Japanese secondary school teachers.. CERME 9 - Ninth Congress of

(adapted from pp. The changes in my behaviour as interviewer also led to changes in my behaviour as MTE. There was a realisation that the actions in the protocol were