How Differing Interpretations of Making Mathematics Fun Influence Teaching Practice
I investigated an experienced teacher and a beginning teacher who held similar beliefs about making mathematics learning fun yet held different interpretations of implementation. I found when a teacher equated fun with problem solving, her classroom practice included activities with higher-level thi...
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| Format: | Article |
| Language: | English |
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Georgia Southern University
2013-01-01
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| Series: | Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators |
| Online Access: | https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol7/iss1/2 |