{"title":"小学教师数字工作的两条途径:计数途径和测量途径","authors":"Nicky Roberts, Kimberley Porteus","doi":"10.1080/18117295.2023.2236905","DOIUrl":null,"url":null,"abstract":"Teacher quality in primary schools in South Africa is a serious concern, and how best to prepare teachers in initial teacher education—with regard to mathematics—remains an open and vexing question...","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Two Pathways into Number Work for Primary Teachers: A Counting Pathway and a Measurement Pathway\",\"authors\":\"Nicky Roberts, Kimberley Porteus\",\"doi\":\"10.1080/18117295.2023.2236905\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teacher quality in primary schools in South Africa is a serious concern, and how best to prepare teachers in initial teacher education—with regard to mathematics—remains an open and vexing question...\",\"PeriodicalId\":44353,\"journal\":{\"name\":\"African Journal of Research in Mathematics Science and Technology Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-11-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Research in Mathematics Science and Technology Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/18117295.2023.2236905\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Research in Mathematics Science and Technology Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18117295.2023.2236905","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Two Pathways into Number Work for Primary Teachers: A Counting Pathway and a Measurement Pathway
Teacher quality in primary schools in South Africa is a serious concern, and how best to prepare teachers in initial teacher education—with regard to mathematics—remains an open and vexing question...
期刊介绍：
The editorial policy of'' the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) is to disseminate, as widely as possible, high quality research findings and well written articles on Curriculum Studies; Teacher Education; Education for Development; Mathematics Education; Science Education; Design & Technology Education and Computer Education. Articles that promote the understanding of curricular policy and diverse socio-cultural issues and those which stimulate epistemological and methodological debates are welcome. The editorial board welcomes articles that will contribute to the overall development of science, mathematics, technology and environmental education in Africa.
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