Sentence examples for mathematical content and from inspiring English sources

Using excerpts from written assignments such as math autobiographies, or mathographies, and reflections on writing about mathematics, we report on preservice elementary teachers with negative emotions toward specific mathematical content and concerns about teaching.

Using his experience of teaching first-year mathematics, his knowledge of the high school mathematics curriculum, and the recommendations of BIO2010, he was able to identify appropriate mathematical content and a reasonable sequence in which that material could be covered.

2004_Tatsuoka_Corter_Tatsuoka_Patterns of diagnosed mathematical content and process skills in TIMSS-R across a sample of twenty countries.

Patterns of diagnosed mathematical content and process skills in TIMSS-R across a sample of twenty countries.

Here, we were only interested in movement that is closely related to mathematical content and not in movement for the sake of fitness or motivation.

In the opening section, I contrasted a 'fundamental' view of mathematical practices with a 'separate but to be integrated' view of mathematical content and practices.

Mathematical content, information, and ideas include: quantity and number, dimension and shape, pattern, relationships and change, and data and chance.

As PTs were learning how to be effective teachers, the students they were tutoring deepened their mathematical content knowledge and their confidence in mathematics increased as well.

In this paper, I share a case study of a teacher's work on mathematics tasks in the context of a 'mathematics for teaching' course aiming to develop mathematical content understandings and mathematical practices among primary teachers in one South African province.

Theories viewing mathematical practices as fundamental, contrasted with those that view mathematical practices and mathematical content in more separate and 'to be integrated' ways, are used to frame the analysis and critically reflect on the findings.

Specifically, they analyze student's methods and thinking and the mathematical content that emerges within the teacher and student interactions.