Two additional problems emerge from the first. Despite our expressed intention to focus on knowledge use, our categories may seem static. Ultimately, we are
interested in how teachers reason about and deploy mathematical ideas in their work. We are interested in skills, habits, sensibilities, and judgments as well as knowledge.
We want to understand the mathematical reasoning that underlies the decisions and moves made in teaching. The questions we pose in our measures of mathematical knowledge for teaching are designed to situate knowledge in the context of its use, but how such knowledge is actually used and what features of pedagogical thinking shape its use remain tacit and unexamined. How to capture the common and specialized aspects of teacher thinking, as well as how different categories of knowledge come into play in the course of teaching, needs to be addressed more effectively in this work.
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Two additional problems emerge from the first. Despite our expressed intention to focus on knowledge use, our categories may seem static. Ultimately, we areinterested in how teachers reason about and deploy mathematical ideas in their work. We are interested in skills, habits, sensibilities, and judgments as well as knowledge.We want to understand the mathematical reasoning that underlies the decisions and moves made in teaching. The questions we pose in our measures of mathematical knowledge for teaching are designed to situate knowledge in the context of its use, but how such knowledge is actually used and what features of pedagogical thinking shape its use remain tacit and unexamined. How to capture the common and specialized aspects of teacher thinking, as well as how different categories of knowledge come into play in the course of teaching, needs to be addressed more effectively in this work.
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