Mathematics Teachers' Knowledge and Practices

By João Ponte, O. Chapman. 2006

175 citations recorded by the source corpus.

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Artifacts and signs after a Vygotskian perspective: the role of the teacher (2009, background): “Besides studies providing information about teachers’ knowledge deficiencies in different topics (see Da Ponte & Chapman, 2006 for an overview) or about the relationship between teachers’ beliefs/conceptions and teaching (Thompson, 1992; Leder et al., 2002), other studies addressed the role of the…”
Teachers’ professional practice conducting mathematical discussions (2016, background): “Practices may be seen as socially organized activities recurrently undertaken, taking into account the meanings that participants assign to what they do (Ponte & Chapman, 2006).”
TRAINING SCHOOL TEACHERS TO TEACH PROBABILITY: REFLECTIONS AND CHALLENGES (2009, background): “As argued by Ponte and Chapman (2006), we should view teachers as professionals, and ground teacher education in professional practice, making all elements of practice (preparing lessons, tasks and materials, carrying out lessons, observing and reflecting on lessons) a central element in the…”