LEARNING KNOWLEDGE OF TEACHERS OF MATHEMATICS TO EXPLAIN THE DIFFERENCE BETWEEN THEORETICAL ADVICE AND SCHOOL PRACTICE WITH THE HELP OF LINKING ASSIGNMENTS

Magsar R., Hadbaatar B.
Mongolian Pedagogical Institute national university of education

Abstract. This research is based on the theory that mathematical connections are established by solving problems in different ways in the study and teaching of mathematics. Based on one-on-one interviews with 12 secondary school teachers in Mongolia and two group meetings, we showed that the difference between theoretical advice and school practice in a multitasking environment depends on the basic quality of the teachers’ knowledge. A complex relationship has been revealed between different types of teachers’ knowledge.

Keywords: Teachers of mathematics. Tasks that combine several solutions. Knowledge of the teacher. Teaching practice.

Volume 6, Issue 2(25) p. 21-26 PDF

DOI: 10.52013/2712-9683-25-2-5