Abstract
Suppose a person is engaged in a complex activity, such as teaching. What determines what that person does, on a moment-by-moment basis, as he or she engages in that activity? What resources does the person draw upon, and why? What shapes the choices the person makes? I claim that if you know enough about a teacher’s knowledge, goals, and beliefs, you can explain every decision he or she makes, in the midst of teaching. In this paper I give examples showing what shapes teachers’ decision-making, and explain the theory.
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CITATION STYLE
Thomas, M. O. J., de Freitas Druck, I., Huillet, D., Ju, M.-K., Nardi, E., Rasmussen, C., & Xie, J. (2015). Key Mathematical Concepts in the Transition from Secondary School to University. In The Proceedings of the 12th International Congress on Mathematical Education (pp. 265–284). Springer International Publishing. https://doi.org/10.1007/978-3-319-12688-3_18
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