Provoking contingent moments: Knowledge for ‘powerful teaching’ at the horizon
Background: Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematica...
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| Format: | Journal Article |
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2017
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| Online Access: | http://hdl.handle.net/20.500.11937/51455 |