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- W2182179634 abstract "This study explored teachers (n = 219) from northern, central, southern and eastern Taiwan concerning their views about children’s learning difficulties, mathematic al instruction and school mathematics curricular. Results showed that teachers’ mathematics knowledge or their instruction methods had no significant influence on their views of children’s learning difficulties. Even though teachers indicated that understanding of abstract mathematical concepts was the most prominent difficulty for children, they tended to employ direct instruction rather than constructive and cooperative problem solving in their teaching. However, teachers’ views of children’s learning difficulties did influence their instructional practice. Results from in-dept interviews revealed that there were some obstacles that prevented teachers from putting constructiveism perspectives of instruction into teaching practice. Further investigation is needed to develop a better understanding of epistemology and learning psychology as well as to help teachers create constructive learning situations. Keyword: School mathematics knowledge, views of chil dren’s learning difficulty, views of mathematics instructional practice." @default.
- W2182179634 created "2016-06-24" @default.
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- W2182179634 date "2002-01-01" @default.
- W2182179634 modified "2023-09-23" @default.
- W2182179634 title "Relationships Between Teachers' Knowledge of School Mathematics and their Views of Mathematics Learning and Instructional Practice: A Case Study of Taiwan 1, 2" @default.
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