Search results for: Potari Despina
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Teachers’ and Researchers’ Collaboration in Analysing Mathematics Teaching: A Context for Professional Reflection and Development
This article reports on a study concerns 4 years of collaboration between secondary school teachers and academic researchers, constituting an emerging community of inquiry into mathematics teaching.
Updated: May. 26, 2011
A Primary Teacher’s Mathematics Teaching: The Development of Beliefs and Practice in Different “Supportive” Contexts
The article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The study focuses on the development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies up to the third year of teaching mathematics in school. This development has been examined within three different contexts, which have been distinguished in terms of the kind of support provided to this teacher.
Updated: Apr. 06, 2009