Search results for: Mellone Maria
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The Influence of Theoretical Tools on Teachers’ Orientation to Notice and Classroom Practice: A Case Study
In this article, the author shows how an epistemological vision of mathematics in resonance with a model of cognitive dynamics can work as a powerful tool to support a teacher’s stable and autonomous attitude of noticing. To support this argumentation, the author presents some experimental data concerning a case study of one teacher.
Updated: Oct. 17, 2012