文章基本信息

标题：The State of Balance Between Procedural Knowledge and Conceptual Understanding in Mathematics Teacher Education
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作者：Michael J. Bossé ; Damon L. Bahr
期刊名称：International Journal for Mathematics Teaching and Learning
电子版ISSN：1473-0111
出版年度：2008
出版社：Centre for Innovation in Mathematics Teaching
摘要：In this paper, we present the results of a survey-based study of the perspectives of mathematics teacher educators in the United States regarding the effects of the conceptual/procedural balance upon four concerns: the type of mathematics that should be learned in school, preservice teacher preparation, instructional conceptualization and design, and assessment