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Exploring Elementary School Teachers’ Mathematical Knowledge for Teaching in asynchronous peer discussion environment
PROCEEDINGS

, Department of Mathematics Education, National Taichung University of Education, Taiwan, Taiwan ; , Graduate Institute of Educational Administration and Policy Development, National ChiayiUniversity, Taiwan

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purposes of this research were establishing one internet space with asynchronous peer discussion intention based on mathematics curriculum transformation, supporting elementary school teachers sharing and discussing their perspectives about mathematics curriculum transformation. Therefore, we established the mathematical knowledge for teaching growth model for web-based learning environment. In this study, data were gathered from all information made by elementary teachers on the internet space, all information made by elementary teachers for the perception instruction, and interview discourse of teachers. The findings of the research supported elementary school teachers viewing their own perception for mathematical knowledge for teaching and improving their mathematics teaching. Finally, we provided mathematics educators an approach to train elementary teachers’ mathematical knowledge for teaching through web-based environment.

Citation

Yen-Ting, C. & Wang, J.H. (2013). Exploring Elementary School Teachers’ Mathematical Knowledge for Teaching in asynchronous peer discussion environment. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (p. 2394). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 20, 2020 from .

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