Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis

I Biza; E Nardi; T Zachariades

Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Original language	English
Title of host publication	O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese
Editors	T Rogue, V Giraldo
Publisher	Brazil: UFRJ
ISBN (Print)	9788539904723
Publication status	Published - 2014

Keywords

MathTASK

5 Article

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents
Biza, I. & Nardi, E., 2019, In: International Journal for Lesson and Learning Studies. 9, 1, p. 43-56 14 p.
Research output: Contribution to journal › Article › peer-review

Open Access
File

3 Citations (Scopus)

65 Downloads (Pure)
Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education
Biza, I., Nardi, E. & Joel, G., 2015, In: Mathematics Teacher Education and Development. 17, 2, p. 182-198 17 p.
Research output: Contribution to journal › Article › peer-review

Open Access
File
‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation
Nardi, E., Biza, I. & Zachariades, T., Feb 2012, In: Educational Studies in Mathematics. 79, 2, p. 157-173 17 p.
Research output: Contribution to journal › Article › peer-review

Open Access
File

32 Citations (Scopus)

41 Downloads (Pure)

Cite this

Biza, I., Nardi, E., & Zachariades, T. (2014). Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis. In T. Rogue, & V. Giraldo (Eds.), O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese Brazil: UFRJ.

Biza, I ; Nardi, E ; Zachariades, T. / Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis. O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese. editor / T Rogue ; V Giraldo. Brazil: UFRJ, 2014.

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title = "Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis",

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author = "I Biza and E Nardi and T Zachariades",

year = "2014",

language = "English",

isbn = "9788539904723",

editor = "T Rogue and V Giraldo",

booktitle = "O saber do professor de matem{\'a}tica: ultrapassando a dicotomia entre did{\'a}tica e conte{\'u}do [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese",

publisher = "Brazil: UFRJ",

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Biza, I , Nardi, E & Zachariades, T 2014, Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis. in T Rogue & V Giraldo (eds), O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese. Brazil: UFRJ.

Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis. / Biza, I ; Nardi, E; Zachariades, T.

O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese. ed. / T Rogue; V Giraldo. Brazil: UFRJ, 2014.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis

AU - Biza, I

AU - Nardi, E

AU - Zachariades, T

PY - 2014

Y1 - 2014

KW - MathTASK

M3 - Chapter

SN - 9788539904723

BT - O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese

A2 - Rogue, T

A2 - Giraldo, V

PB - Brazil: UFRJ

ER -

Biza I , Nardi E, Zachariades T. Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis. In Rogue T, Giraldo V, editors, O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese. Brazil: UFRJ. 2014

Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis

Keywords

Research output

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents

Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education

‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation

Cite this