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Direct linkBoran Yu; William C. Smith; Yiming Cao – Asia Pacific Journal of Education, 2025
Propositional teacher knowledge is recognised as valuable in classroom teaching practice, yet little attention has been paid to it relative to practical knowledge. This mixed-methods study aimed to understand the relationship between teachers' propositional knowledge and their classroom teaching practice in the collaborative school context using…
Descriptors: Mathematics Teachers, Knowledge Base for Teaching, Pedagogical Content Knowledge, Knowledge Level
