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Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016)

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 of mathematics using a connectionist approach. The data suggest that teacher capacity to adopt a connectionist approach was influenced by their subject knowledge and that their subject knowledge influenced classroom pedagogy.

Descriptors: Case Studies, Pedagogical Content Knowledge, Educational Practices, Mathematics Instruction, Mathematical Aptitude, Elementary School Mathematics, Elementary School Teachers, Teaching Methods, Instructional Innovation, Faculty Development, Classroom Techniques, Prior Learning, Lesson Observation Criteria, Semi Structured Interviews, Lesson Plans, Foreign Countries, Qualitative Research

Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales[at]merga.net.au; Web site: http://www.merga.net.au/





Autor: Hughes, Sally

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1&id=ED572374







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