Roles of teachers in learning study: A case study in teaching fractions

Tak Wah WONG, Yiu Chi LAI

Research output: Contribution to journalArticles

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 languageEnglish
Pages (from-to)47-61
JournalJournal of the Korean Society of Mathematical Education. Series D : Research in mathematical education
Volume17
Issue number1
DOIs
Publication statusPublished - 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

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