Many elementary school teachers opt out of teaching mathematics for several reasons including an incomplete understanding of the structure of the subject matter and inadequate training in how to teach it. This paper outlines one possible way to think about teaching mathematics. It docs so by linking concepts and research on (a) subject‐matter structure, (b) student cognitive structure, (c) teacher decision making, and (d) instructional context.
No takes yet. Share an insight, caveat, or question.
Richard J. Shavelson (1981) studied this question.
Synapse has enriched 4 closely related papers on similar clinical questions. Consider them for comparative context: