This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning…

An expert teacher was studied, using ethnographic and phenomenological techniques, as he planned and taught 2 philosophy courses to gifted students, ages 12-18. The paper provides an overview of the teacher's thoughts and an explanation of the impact of an unwritten and unobservable collection of knowledge on the teacher's observable planning and…

Teacher-dominated classrooms with some student-centered elements are a perplexing phenomenon of Chinese mathematics classrooms. In-depth exploration of this phenomenon is helpful for understanding the features of mathematics teaching in China. This paper demonstrates how the teacher can encourage students to actively generate knowledge under the…