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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13559
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dc.contributor.authorProdromou, Theodosiaen
local.source.editorEditor(s): Vicki Steinle, Lynda Ball, Caroline Bardinien
dc.date.accessioned2013-10-17T14:28:00Z-
dc.date.issued2013-
dc.identifier.citationMathematics Education: Yesterday, today and tomorrow. Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia, p. 546-553en
dc.identifier.isbn9780734048448en
dc.identifier.urihttps://hdl.handle.net/1959.11/13559-
dc.description.abstractThis research study investigates how pre-service teachers integrate statistical content, students' thinking, and pedagogy as they examine how 11- to 12-year olds develop mathematically. The findings provide insights into: a) how pre-service teachers identify some of the difficulties that students commonly have, and b) what pedagogical approaches pre-service teachers use to address students' difficulties and enhance students' learning. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in teaching statistics.en
dc.languageenen
dc.publisherMathematics Education Research Group of Australasia (MERGA)en
dc.relation.ispartofMathematics Education: Yesterday, today and tomorrow. Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.titleHow Pre-Service Teachers Integrate Knowledge of Students' Difficulties in Understanding the Concept of the Arithmetic Mean into Their Pedagogyen
dc.typeConference Publicationen
dc.relation.conferenceMERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.subject.keywordsCurriculum and Pedagogyen
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
local.contributor.firstnameTheodosiaen
local.subject.for2008130208 Mathematics and Numeracy Curriculum and Pedagogyen
local.subject.for2008130299 Curriculum and Pedagogy not elsewhere classifieden
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008930199 Learner and Learning not elsewhere classifieden
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930201 Pedagogyen
local.profile.schoolSchool of Educationen
local.profile.emailtprodrom@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20130710-231554en
local.date.conference7th - 11th July, 2013en
local.conference.placeMelbourne, Australiaen
local.publisher.placeMelbourne, Australiaen
local.format.startpage546en
local.format.endpage553en
local.peerreviewedYesen
local.contributor.lastnameProdromouen
dc.identifier.staffune-id:tprodromen
local.profile.orcid0000-0002-0685-7756en
local.profile.roleauthoren
local.identifier.unepublicationidune:13771en
dc.identifier.academiclevelAcademicen
local.title.maintitleHow Pre-Service Teachers Integrate Knowledge of Students' Difficulties in Understanding the Concept of the Arithmetic Mean into Their Pedagogyen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.merga.net.au/node/38?year=2013en
local.relation.urlhttp://www.merga.net.au/documents/Prodromou_MERGA36-2013.pdfen
local.conference.detailsMERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia, 7th - 11th July, 2013en
local.search.authorProdromou, Theodosiaen
local.uneassociationUnknownen
local.year.published2013en
local.subject.for2020390109 Mathematics and numeracy curriculum and pedagogyen
local.subject.for2020390199 Curriculum and pedagogy not elsewhere classifieden
local.subject.for2020390102 Curriculum and pedagogy theory and developmenten
local.subject.seo2020160302 Pedagogyen
local.date.start2013-07-07-
local.date.end2013-07-11-
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