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Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices
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Charalambous, Charalambos Y. – Journal of Teacher Education, 2016
Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice…
Descriptors: Knowledge Base for Teaching, Foreign Countries, Knowledge Level, Preservice Teachers