The use of cases as a pedagogical tool in teacher education is seen as one way of bringing practice closer to theory. This study describes the use of cases in a university course for secondary school prospective mathematics teachers. The study investigates participants’ views of cases taken from different sources and presented in different situations. In general, participants felt that the use of cases had an impact on their understanding of common mathematical errors but that cases based on mistakes they had themselves made during homework assignments were most meaningful.
|عنوان منشور المضيف
|Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference
|Hanna Palmér, Jeppe Skott
|Springer International Publishing AG
|رقم المعيار الدولي للكتب (المطبوع)
|المعرِّفات الرقمية للأشياء
|نُشِر - 2018