Teachers' Awareness of Variation
| dc.contributor.author | Metz, Martina | |
| dc.contributor.author | Babb, Paulino Preciado | |
| dc.contributor.author | Sabbaghan, Soroush | |
| dc.contributor.author | Pinchbeck, Geoffrey | |
| dc.contributor.author | Aljarrah, Ayman | |
| dc.contributor.author | Davis, Brent | |
| dc.contributor.faculty | Werklund School of Education | |
| dc.date.accessioned | 2016-05-16T16:09:48Z | |
| dc.date.available | 2016-05-16T16:09:48Z | |
| dc.date.issued | 2016-05 | |
| dc.description.abstract | Here, we report on a study of teachers’ evolving awareness of how they work with patterns of variation to structure and teach mathematics lessons. We identify a number of critical features regarding teachers’ awareness of variation. | en_US |
| dc.description.refereed | Yes | en_US |
| dc.description.sponsorship | Werklund School of Education, Galileo Educational Network | en_US |
| dc.identifier.citation | Metz, M., et al. (2016, May). Teachers' Awareness of Variation. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 182-191). Calgary, Canada: Werklund School of Education, University of Calgary. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/5269 | |
| dc.identifier.isbn | 978-0-88953-390-5 | |
| dc.identifier.uri | http://hdl.handle.net/1880/51222 | |
| dc.language | en | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Calgary | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en_US |
| dc.publisher.url | https://werklund.ucalgary.ca/ideas/ | en_US |
| dc.subject | Mathematical Knowledge for Teaching | en_US |
| dc.subject | Enactivism | en_US |
| dc.subject | Variation Theory of Learning | en_US |
| dc.subject | STEM | en_US |
| dc.subject | Design Experiments | en_US |
| dc.title | Teachers' Awareness of Variation | en_US |
| dc.type | unknown |