Accessing prospective early years’ teachers’ knowledge on fractions in order to design tasks for developing teachers’ MKT
Fractions is perhaps one of the most complex and difficult topics pupils explore in the early years of schooling. Difficulties in learning this topic may have its genesis in the fact that fractions comprise a multifaceted construct (Kieren, 1995) or can be conceived as being grounded in the instruct...
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| Outros Autores: | , |
| Formato: | conferenceObject |
| Idioma: | eng |
| Publicado em: |
2013
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| Texto completo: | http://hdl.handle.net/10400.1/2685 |
| País: | Portugal |
| Oai: | oai:sapientia.ualg.pt:10400.1/2685 |