HIGHLIGHTS
SUMMARY
As pertinent to the study, analysis of teacher dis/position focused on the social realm of positioning toward mathematics, mathematics teaching, and learning as informed by affective disposition characteristics. The aim of the study was to ascertain if there was a pattern of dichotomous positioning, which contributed to the conflict of teacher self-reported disposition and positioning-by-others toward the complexity of mathematics teaching and mathematics learning. This study examined a conflict between teacher self-reported disposition and positioning-by-others within the productive and nonproductive dichotomy, while unpacking the complex characteristics of . . .
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