The current study aims to show the transition skills of sixth grade students between the representations (numerical, model, number line and verbal) given in addition-subtraction operations in fractions and to analyse the ability of the students to construct each representation type. In this research, case study method was used in terms of the…

This research aims to analyze ways of understanding of students with mathematics learning disabilities when learning fraction. The research was conducted in an Inclusive Junior High School in the West Java Province, Indonesia. This study is qualitative, with the single-case (holistic) designs. The case will focus on three students who suspected of…

The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two…

In this study we take up the issue of teacher knowledge by characterising the quality of one teacher's Mathematics Knowledge for Teaching (Ball, Thames and Phelps, 2008) by examining her Pedagogical Content Knowledge (PCK) that was accessed during a Lesson Study observation in a Chinese primary school. Results show that the participant's PCK was…

This book is a teacher development tool presenting information to help facilitate discussions of the cases found in a companion book. The introduction discusses the values of case-based instruction, organizing a case discussion group, introducing participants to case discussions, preparing for a case discussion, discussing a case, anticipating and…