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The decimal point situation: a close look at the use of mathematics-classroom-situations in teacher education
ARTICLE

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TATE Volume 15, Number 6 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Mathematics classroom situations (MCS) are real or hypothetical classroom situations involving mathematics, in which the teacher has to respond to a student's hypothesis, question or idea. This study investigates the use of one such situation, the decimal point situation, in an in-service course for 20 elementary teachers. Data sources include: written questionnaire, individual interview, whole class discussion and student interview. The article examines the potential of MCS to evoke analyses and reflections about teaching and learning mathematics.

Citation

Markovits, Z. & Even, R. The decimal point situation: a close look at the use of mathematics-classroom-situations in teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 15(6), 653-665. Elsevier Ltd. Retrieved December 7, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(99)00020-7