Local instruction theory on decimals

Name: Local instruction theory on decimals
Brand: VDM Verlag Dr. Müller
SKU: 9783639132304
Price: 405.18 RON
Availability: InStock

The case of Indonesian preservice teachers

Autor: Wanty Widjaja

Limbă:

Legare: Carte broșată

Editura: VDM Verlag Dr. Müller

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405.18 lei

This book reports on an empirical study in §developing an instructional sequence on decimals to §pro...

Informații despre carte

Autor

Wanty Widjaja

Limbă

engleză

Legare

Carte - Carte broșată

Publicat

2009

Pagini

268

EAN

9783639132304

Enbook ID

06821951

Editura

VDM Verlag Dr. Müller

Greutate

415

Dimensiuni

150 x 220 x 16

Descriere completă

This book reports on an empirical study in §developing an instructional sequence on decimals to §promote Indonesian pre-service teachers' content and §pedagogical content knowledge on decimals. The study §was situated in the context of current reform effort §in adopting Realistic Mathematics Education (RME) §theory and looked into the role and issues of §incorporating RME tenets into the design of §activities for teacher education in Indonesia. The §study was carried out in two cycles of teaching §experiments involving 258 pre-service teachers in §one teacher training in Indonesia using §Design research methodology. Findings from the two §cycles signified the importance of revisiting and §improving pre-service teachers' content and §pedagogical content knowledge of decimals. Pre-§service teachers' knowledge on decimals in this §study were characterised as fragmented, with strong §reliance on rules without understanding, and strong §association with fractions. The nature of pre-§service teachers' knowledge of decimals highlighted §a challenge in attending the guided reinvention §tenet of RME. This book reports on an empirical study in §developing an instructional sequence on decimals to §promote Indonesian pre-service teachers'' content and §pedagogical content knowledge on decimals. The study §was situated in the context of current reform effort §in adopting Realistic Mathematics Education (RME) §theory and looked into the role and issues of §incorporating RME tenets into the design of §activities for teacher education in Indonesia. The §study was carried out in two cycles of teaching §experiments involving 258 pre-service teachers in §one teacher training in Indonesia using §Design research methodology. Findings from the two §cycles signified the importance of revisiting and §improving pre-service teachers'' content and §pedagogical content knowledge of decimals. Pre-§service teachers'' knowledge on decimals in this §study were characterised as fragmented, with strong §reliance on rules without understanding, and strong §association with fractions. The nature of pre-§service teachers'' knowledge of decimals highlighted §a challenge in attending the guided reinvention §tenet of RME.

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Local instruction theory on decimals

The case of Indonesian preservice teachers

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