Open AccessLEARNING KNOWLEDGE OF TEACHERS OF MATHEMATICS TO EXPLAIN THE DIFFERENCE BETWEEN THEORETICAL ADVICE AND SCHOOL PRACTICE WITH THE HELP OF LINKING ASSIGNMENTS
Author(s) -
R. Magsar,
B. Hadbaatar
Publication year - 2021
Publication title -
chronos: psihologiâ i pedagogika
Language(s) - English
Resource type - Journals
ISSN - 2712-9683
DOI - 10.52013/2712-9683-25-2-5
Subject(s) - mathematics education , advice (programming) , human multitasking , quality (philosophy) , significant difference , psychology , school teachers , pedagogy , mathematics , computer science , epistemology , cognitive psychology , philosophy , statistics , programming language
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.