Specialized Knowledge of Prospective Mathematics Teachers on the Concept of Mathematical Proof

QR Code

Specialized Knowledge of Prospective Mathematics Teachers on the Concept of Mathematical Proof

Bibliographic Details
Main Authors:	Alfaro-Carvajal, Christian Roberto, Fonseca-Castro, Jennifer
Format:	Online
Language:	eng spa
Published:	Universidad Nacional, Costa Rica 2024
Online Access:	https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17567

Similar Items

Knowledge of mathematics teachers in initial training regarding mathematical proofs: Logic-mathematical aspects in the evaluation of arguments
by: Alfaro-Carvajal, Christian, et al.
Published: (2022)

Knowledge of prospective mathematics teachers on notable products
by: Graciano-Barragan, Judith, et al.
Published: (2021)

Mathematical proof: meaning, types, attributed functions, and relevance as part of math teachers’ professional knowledge
by: Alfaro-Carvajal, Cristian, et al.
Published: (2019)

Mathematics teachers’ Specialized Knowledge: A Case Study about Teaching of the Basic Concepts of Function
by: Rodríguez-Flores, Ariana, et al.
Published: (2018)

Professional knowledge of (prospective) Mathematics teachers – Its structure and development
by: Kaiser, Gabriele, et al.
Published: (2016)

Mathematical connections skills associated with the concept of quadratic equation established by prospective Mexican mathematics teachers
by: Hernández-Yañez, Magali Edaena, et al.
Published: (2023)

Prospective high school mathematics teachers’ didactic-mathematical knowledge about the sampling distribution of the mean
by: Valenzuela-Ruiz, Silvia M, et al.
Published: (2023)

Specialized knowledge of the mathematics teacher when analyzing a sequence of addition of fractions
by: Meléndez-Cruz, Julián Andrés, et al.
Published: (2023)

Skill development in mathematical work: the case of Lucas, a prospective mathematics teacher in training practice
by: Verdugo-Hernández, Paula, et al.
Published: (2023)

Characterizing prospective Secondary Education Mathematics Teachers’ self-efficacy
by: Salomón-Plata, María Soledad, et al.
Published: (2024)

Design and implementation of an educational experience on linear variation for prospective mathematics teachers
by: Herrera-García, Karina, et al.
Published: (2023)

An approach to didactic-mathematical knowledge of future Basic Education teachers to teach elementary mathematics
by: Pincheira, Nataly, et al.
Published: (2021)

Teachers’ Knowledge on the Competence Evaluation of Students with Mathematical Talent
by: Toalongo-Guamba, Ximena, et al.
Published: (2021)

Teachers' mathematical knowledge of parabolas: Designing an instrument for research
by: Advíncula Clemente, Elizabeth, et al.
Published: (2021)

Mathematics Teachers Preparation: Relevant Aspects
by: Fonseca Castro, Jennifer, et al.
Published: (2013)

Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers
by: Alfaro-Carvajal, Cristian, et al.
Published: (2018)

Mathematical knowledge of elementary education student teachers: variable analysis
by: Segarra, Jaime, et al.
Published: (2021)

Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers
by: Powell, Arthur B.
Published: (2016)

Specialized knowledge of polygons of math teachers in training
by: Advíncula-Clemente, Elizabeth, et al.
Published: (2022)

Employability Prospective in Mathematical Education in the Influence Region of the Atlantic Campus, University of Costa Rica
by: Jiménez Castro, Maynor
Published: (2024)

Mathematical Modeling in the Training Process of Secondary Mathematics Teachers
by: Chavarría-Vásquez, Jesennia, et al.
Published: (2024)

A Reality of secondary students with special needs in mathematics
by: Chavarría Arroyo, Gilberto, et al.
Published: (2013)

The conceptual fields theory and its role in Mathematics Education
by: Alfaro-Carvajal, Cristian, et al.
Published: (2016)

Emotional profile of mathematics teachers
by: García-González, María S., et al.
Published: (2020)

Pedagogical Beliefs About the Specific Difficulties of Learning Mathematics from the Perspective of Special Education Teachers in a Public School in Chile
by: Inostroza-Inostroza, Fabián Andrés
Published: (2018)

Teachers’ specialized knowledge through problem posing in pre-school education
by: Martín-Díaz, Juan Pedro, et al.
Published: (2022)

College education of elementary school teachers: the case of mathematics
by: Alpízar-Vargas, Marianela, et al.
Published: (2019)

Uses of quantification and category of modeling. A transversality of mathematical knowledge
by: Gaete-Peralta, Claudio, et al.
Published: (2024)

Sociocultural context as a facilitator of student learning of function concepts in mathematics
by: Díaz Obando, Evangelina, et al.
Published: (2012)

Criteria used by mathematics teachers to pose problems in the classroom
by: Pino-Fan, Luis R., et al.
Published: (2020)

The experiences of teachers of mathematics in classroom work with blind people
by: Bolaños-González, Helen, et al.
Published: (2016)

Application of Mathematical Modeling Activities in Costarican High School Education
by: Porras-Lizano, Karen, et al.
Published: (2015)

Inferential reasoning of high school mathematics teachers about t-Student statistic
by: Lugo-Armenta, Jesús Guadalupe, et al.
Published: (2022)

Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
by: Pincheira, Nataly, et al.
Published: (2023)

Perception of a sample of mathematics teachers on training received in the university
by: Chaves Esquivel, Edwin
Published: (2013)

Implementation of the Mathematics curriculum in elementary school from the teacher’s perspective
by: Gamboa-Araya, Ronny, et al.
Published: (2022)

Literacy and probabilistic thinking in pre-service and in service mathematics teachers
by: Rodríguez-Alveal, Francisco, et al.
Published: (2022)

Project-Based Learning: An Innovation Experience with Future Mathematics Teachers
by: Monge Madriz, Carlos Alberto, et al.
Published: (2023)

Mathematics knowledge for teaching at the secondary levels: methods and evidence from the TEDS-M Study
by: Tatto, María Teresa
Published: (2016)

Common Content Knowledge manifested by a teacher in teaching basic concepts of functions: A case study
by: Rodríguez-Flores, Ariana, et al.
Published: (2016)