Rigo, Mirela
March 2014
PNA;mar2014, Vol. 8 Issue 3, p87
Academic Journal
Empirical evidence is provided in the paper to support the idea that the conviction experienced by the teacher with respect to the mathematics contents that arise in class --in interaction with his level of comprehension- has an impact on the mathematics practices of sustentation that the teacher promotes. The empirical data, that come from an exploratory case study, undertaken in a natural classroom scenario are analyzed using an instrument to identify mathematics convictions. This instrument was designed within the framework of the research presented here.


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