algebraic teacher knowledge for teaching
The teacher’s role in developing proof activities by means of algebraic language
Cusi, A., Malara, N.a. (2009), The teacher’s role in developing proof activities by means of algebraic language. Dowload pdf In this paper, part of a wider study aimed at a conscious use of the algebraic language in proof activities in elementary number theory (ENT), we analyse the role of the teacher in discussion activities aimed at »
Cusi, A., Malara, N.A., 2011, analysis of the teacher’s role in an approach to algebra as a tool for thinking: problems pointed out during laboratorial activities with perspective teachers.
Cusi, A., Malara, N.A., 2011, analysis of the teacher’s role in an approach to algebra as a tool for thinking: problems pointed out during laboratorial activities with perspective teachers, in Pytlak, M., Swoboda, E. (eds.) CERME 7 proceedings, University of Rzezsow, Polonia, 2619-2629, ISBN 978-83-7338-683-9. download pdf In this work we present an activity we »
Cusi, A., Malara, N.A. (2015). The intertwining between theory and practice: influences on ways of teaching and teachers’ education.
Cusi, A., Malara, N.A. (2015). The intertwining between theory and practice: influences on ways of teaching and teachers’education, in English, L. & Kirshner, D. (Eds.), Handbook of International Research in Mathematics Education, Third Edition (pp. 504-522) London: Taylor & Francis group. Download pdf In this chapter we consider the dialectical relationship between theory and practice, »
Malara, N.A.. (2012). Generalization Processes in teaching/learning of algebra: students difficulties and teacher role.
Malara, N.A.. (2012). Generalization Processes in teaching/learning of algebra: students difficulties and teacher role, in Maj Tatsis, B. & Tatsis, C. (Eds), Generalization in Mathematics at all educational level, Rzeszow: University of Rzeszow, 57-90. ISBN 978 -83-7338-780-5. Download pdf We give an overview of the literature on generalization with particular reference to the studies about the »
Cusi, A., Malara, N.A.. (2012). Educational processes to promote, among teachers and in the classes, a linguistic approach to algebra: behaviours, difficulties and awareness emerged in teachers
Cusi, A., Malara, N.A.. (2012). Educational processes to promote, among teachers and in the classes, a linguistic approach to algebra: behaviours, difficulties and awareness emerged in teachers, In Coulange, L., Drouhard, J.-P., Dorier, J.-L., Robert, A. (Eds.) Recherches en Didactique des Mathématiques, Numéro spécial hors-série, Enseignement de l’algèbre élémentaire: bilan et perspectives (pp.299-319). Grenoble: La »
Malara, N.A., Navarra, G. (2016), Principles and tools for teachers’ education and the assessment of their professional growth
Malara, N.A., Navarra, G. (2016), Principles and tools for teachers’ education and the assessment of their professional growth, in Krainer, K., Vondrova, N. (eds) proceedings of Ninth Congress of the European Society for Research in Mathematics Education (CERME 9, 4-8 February 2015) (pp. 2854-2860). Prague, Czech Republic: Charles University in Prague, Faculty of Education and »
Cusi, A., Malara, N.A. (2016). Which algebraic learning can a teacher promote when her teaching does not focus on interpretative processes?
Cusi, A., Malara, N.A. (2016). Which algebraic learning can a teacher promote when her teaching does not focus on interpretative processes? in Krainer, K., Vondrova, N. (eds) Proceedings of Ninth Congress of the European Society for Research in Mathematics Education (CERME 9, 4-8 February 2015) (pp. 405-411). Prague, Czech Republic: Charles University in Prague, Faculty »
