Pre-service mathematics teachers’ conceptual knowledge of binary operation
Yükleniyor...
Dosyalar
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Khazar University
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Both mathematical knowledge and mathematical knowledge for teaching of teachers or pre-service teachers have been discussed in a substantial body of literature by the researchers (Ball, D. L., Thames, M. H., and Phelps, G. 2008; Fauskanger, J., 2015; Rittle-Johnson, B. and Alibali, M. W., 1999; Siegler, R. S. and Lortie-Forgues, H., 2015). In a study on teacher knowledge Kinach (2002) shows that there is a discrepancy between the objectives of teacher education programs and the knowledge and beliefs of pre-service teachers. Kinach (2002) stated:
Açıklama
Anahtar Kelimeler
[No Keywords Available]
Kaynak
Khazar Journal of Humanities and Social Sciences
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
21
Sayı
4
Künye
Aksu, Z., & Kul, Ü. (2018). Pre-Service Mathematics Teachers’ Conceptual Knowledge of Binary Operation. Khazar Journal of Humanities and Social Sciences,21(4), 55-70.
