Abstract
This paper aims to explore whether Learning Study improves teachers’ subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles. Copyright © 2013 Korean Society of Mathematical Education.
| Original language | English |
|---|---|
| Pages (from-to) | 47-61 |
| Journal | Journal of the Korean Society of Mathematical Education. Series D : Research in mathematical education |
| Volume | 17 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Mar 2013 |
Citation
Wong, T. W., & Lai, Y. C. (2013). Roles of teachers in learning study: A case study in teaching fractions. Journal of the Korean Society of Mathematical Education. Series D : Research in mathematical education, 17(1), 47-61.Keywords
- Subject content knowledge
- Pedagogical content knowledge
- Attitude toward mathematics teaching
- Roles of teachers
- Learning study