Preservice Elementary Teachers’ Perspectives about the Roles of Conceptual Understanding and Factual/Procedural Knowledge in Learning and Teaching Mathematics and Science
Preservice teachers often enter teacher education programs with naïve views about mathematics and science as well as the various domains of knowledge needed for effective teaching. A significant body of research has demonstrated that teacher knowledge is multifaceted and consists of both subject mat...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Columbia University Libraries
2014-05-01
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| Series: | Journal of Mathematics Education at Teachers College |
| Online Access: | https://journals.library.columbia.edu/index.php/jmetc/article/view/645 |