This small exploratory case study describes an attempt to integrate the academic and practical aspects of a teacher education course in order to promote deep understanding of children's ways of understanding mathematics. The assessment regime of the course was used as a strategic tool for engaging students, and the assessment tasks themselves were used as the means of generating genuine integration, or case knowledge, of the content of the course. The results indicate that the approach was effective in achieving the aims of the course, and student reaction to the approach was extremely positive.
History
Pagination
279 - 286
Location
Bergen, Norway
Open access
Yes
Start date
2004-07-14
End date
2004-07-18
ISSN
0771-100X
Language
eng
Notes
Reproduced with the kind permission of the copyright owner.