Student mathematics teachers' perceived teaching strategies

Chi Yeung FUNG

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

There is an increased emphasis on the mathematics teacher as the facilitator and mediator of mathematical knowledge (e.g., Askew, 2002, p. 14; Curriculum Development Council, 2002, pp. iii-iv). Askew (2002, p. 14) maintains that an effective teacher must have a broad understanding of mathematics as a discipline itself. He/she should also have the ability to listen to and understand pupils’ own thinking, and to connect the thinking to the underlying mathematics. This paper aims to determine student mathematics teachers’ perceived strategies in teaching mathematics in secondary schools. Copyright © 2004 Hawaii International Conference on Education.
Original languageEnglish
Title of host publication2004 Hawaii International Conference on Education: Conference Proceedings
Place of PublicationHonolulu, HI
PublisherHawaii International Conference on Education
Pages1170-1176
Publication statusPublished - 2004

Citation

Fung, C. Y. (2004). Student mathematics teachers' perceived teaching strategies. In 2004 Hawaii International Conference on Education: Conference Proceedings (pp. 1170-1176). Honolulu, HI: Hawaii International Conference on Education.

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