{"title":"当比例关系中的“常数”不是“常数”时——这是理解不一致的标志","authors":"R. Brown, Martha L. Epstein, C. Orrill","doi":"10.1080/19477503.2020.1772035","DOIUrl":null,"url":null,"abstract":"Teacher knowledge, especially of proportional reasoning, is important, particularly in middle school grades in the United States. In this instrumental case study, one teacher’s understanding of con...","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2020-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1772035","citationCount":"1","resultStr":"{\"title\":\"When Constant in a Proportional Relationship Isn’t Constant—A Sign of Not-So-Shared Understandings\",\"authors\":\"R. Brown, Martha L. Epstein, C. Orrill\",\"doi\":\"10.1080/19477503.2020.1772035\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teacher knowledge, especially of proportional reasoning, is important, particularly in middle school grades in the United States. In this instrumental case study, one teacher’s understanding of con...\",\"PeriodicalId\":36817,\"journal\":{\"name\":\"Investigations in Mathematics Learning\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-06-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/19477503.2020.1772035\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Investigations in Mathematics Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/19477503.2020.1772035\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Mathematics\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Investigations in Mathematics Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19477503.2020.1772035","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Mathematics","Score":null,"Total":0}
When Constant in a Proportional Relationship Isn’t Constant—A Sign of Not-So-Shared Understandings
Teacher knowledge, especially of proportional reasoning, is important, particularly in middle school grades in the United States. In this instrumental case study, one teacher’s understanding of con...
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