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The impact of teachers' matter knowledge on students' learning of rational numbers and proportion
Södertörns högskola, Lärarutbildningen, Matematikämnets didaktik.ORCID-id: 0000-0003-0417-2574
University of Gothenburg, Sweden.
2023 (engelsk)Inngår i: Education Applications & Developments VIII: Advances in Education and Educational Trends / [ed] Mafalda Carmo World Institute for Advanced Research and Science, WIARS, Portugal, Lisboa, Portugal: inSciencePress , 2023, s. 13-24Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

This study examines the impact of teachers’ subject matter knowledge on students’learning. The mathematical content deals with rational number as fractions andproportion. The study includes pre- and post-tests from 99 students, classroomobservations, students’ written solutions and interviews with 48 selected studentsafter the post-tests. Findings from this study show that the impact of teachers’ subjectmatter knowledge and ability to identify the objects of learning, and apply this inteaching, strongly influenced the development of students’ conceptual learning aboutfractions and proportion.

sted, utgiver, år, opplag, sider
Lisboa, Portugal: inSciencePress , 2023. s. 13-24
Serie
Education Applications & Developments, ISSN 2183-2978, E-ISSN 2184-0210 ; VIII
Emneord [en]
teachers’ subject matter knowledge, fraction and proportion, students’ learning
HSV kategori
Forskningsprogram
Utbildningsvetenskapliga studier
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URN: urn:nbn:se:sh:diva-51942ISBN: 978-989-53614-6-5 (tryckt)OAI: oai:DiVA.org:sh-51942DiVA, id: diva2:1781384
Forskningsfinansiär
Södertörn UniversityTilgjengelig fra: 2023-07-08 Laget: 2023-07-08 Sist oppdatert: 2023-07-10bibliografisk kontrollert

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Karlsson, Natalia

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