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How to Develop Mathematics-for-Teaching and for Understanding: The Case of Meanings of the Equal Sign
This article contributes to the ongoing process of defining and developing mathematics-for-teaching. The article investigates the case of understanding students’ perspectives on equations and equalities and on meanings of the equal sign. The theoretical claims are proved by a report on a teacher education course for pre-service middle-school mathematics teachers.
Updated: Aug. 24, 2010