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Teachers learning mathematics to modify pedagogy.
Abstract
As more and more teachers endeavor to improve and add skills to their repertoires of professional pedagogical knowledge, they usually come upon the conclusion that knowing more mathematics is critical to teaching with deeper understanding. The teachers described in this paper wanted to enhance their teaching skills within the realm of number sense and number knowledge. Since number knowledge grounds algebraic thinking, our approach was to augment their pedagogical knowledge about numbers and operations by studying algebra and by studying successful algebra instruction strategies. As a result of their experiences, these teachers gained new insights about ...
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