HIGHLIGHTS
SUMMARY
Research studies conducted worldwide have found that prospective secondary mathematics teachers complete their university studies without having a deep understanding of secondary mathematics content (Moreira and amp; David, 2008; Speer et_al, 2015) and find their undergraduate mathematical study disconnected from the practice of teaching secondary mathematics (Moreira and amp; David, 2008; Winsor et_al, 2020; Zazkis and amp; Leikin, 2010). Background and literature There is general agreement that the mathematical knowledge needed for teaching differs from the mathematical knowledge needed for graduate school and other careers (e_g, Ball et_al, 2008; Tatto et_al, 2010). Speer et_al . . .
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