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.
|Journal||Journal of the Korean Society of Mathematical Education. Series D : Research in mathematical education|
|Publication status||Published - Mar 2013|
CitationWong, 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.
- Subject content knowledge
- Pedagogical content knowledge
- Attitude toward mathematics teaching
- Roles of teachers
- Learning study