When intuitive conceptions overshadow pedagogical content knowledge: Teachers' conceptions of students' arithmetic word problem solving strategies
ContributorsGvozdic, Katarina ; Sander, Emmanuel
Published inEducational Studies in Mathematics, vol. 98, no. 2, p. 157-175
Publication date2018
Abstract
Keywords
- Pedagogical content knowledge
- Teacher knowledge
- Arithmetic word problem solving
- Intuitive conceptions
- Students'problem solving
Research group
Citation (ISO format)
GVOZDIC, Katarina, SANDER, Emmanuel. When intuitive conceptions overshadow pedagogical content knowledge: Teachers” conceptions of students” arithmetic word problem solving strategies. In: Educational Studies in Mathematics, 2018, vol. 98, n° 2, p. 157–175. doi: 10.1007/s10649-018-9806-7
Main files (1)
Article (Published version)
Identifiers
- PID : unige:112272
- DOI : 10.1007/s10649-018-9806-7
Commercial URLhttp://link.springer.com/10.1007/s10649-018-9806-7
ISSN of the journal0013-1954