D’Ambrosio B. S. (2004) The dilemmas of preparing teachers to teach mathematics within a constructivist framework. In: Fujita H., Hashimoto Y., Hodgson B. R., Lee P. Y., Lerman S. & Sawada T. (eds.) Proceedings of The Ninth International Congress on Mathematical Education. Springer, Dordrecht: 115–117. https://cepa.info/7136
(2004)
The dilemmas of preparing teachers to teach mathematics within a constructivist framework.
In: Fujita H., Hashimoto Y., Hodgson B. R., Lee P. Y., Lerman S. & Sawada T. (eds.) Proceedings of The Ninth International Congress on Mathematical Education. Springer, Dordrecht: 115–117.
Fulltext at https://cepa.info/7136
Publication 7136
Excerpt: The difficulties of embracing a constructivist perspective towards teaching mathematics are evident when we analyze future teachers’ difficulties in building models of children’s understanding. Our understanding of these difficulties can be further shaped by considering characteristics of future teachers as to their own approaches to learning mathematics and their perceptions of the nature of mathematical knowledge and mathematical learning.
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