Developing a sequence of tasks in math teaching: Difference between revisions
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==Description of bottleneck<ref>Pace, D. (2017). [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Indiana University Press, p. 24</ref> | ==Description of bottleneck== | ||
Students have difficulty developing a sequence of tasks used to teach a new concept.<ref>Pace, D. (2017). [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Indiana University Press, p. 24</ref> | |||
==Related scholarly work on this bottleneck== | ==Related scholarly work on this bottleneck== | ||
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[[Category:Bottleneck]] | [[Category:Bottleneck]] | ||
[[Category:Mathematics]] | |||
[[Category:Teacher Education]] | |||
Latest revision as of 20:34, 22 March 2025
Description of bottleneck[edit | edit source]
Students have difficulty developing a sequence of tasks used to teach a new concept.<ref>Pace, D. (2017). The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning. Indiana University Press, p. 24</ref>
Related scholarly work on this bottleneck[edit | edit source]
Examining Mathematics Teachers' Disciplinary Thinking