Provoking contingent moments: Knowledge for ‘powerful teaching’ at the horizon

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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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Bibliographic Details
Main Author:	Hurst, Chris
Format:	Journal Article
Published:	2017
Online Access:	http://hdl.handle.net/20.500.11937/51455

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