The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers

Boran Yu; William C. Smith; Yiming Cao

doi:10.1080/02188791.2022.2096570

journal article Jul 05, 2022

The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers

Boran Yu

William C. Smith

Yiming Cao

Asia Pacific Journal of Education Vol. 45 No. 1 pp. 210-226 · Informa UK Limited

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Details

Published: Jul 05, 2022
Vol/Issue: 45(1)
Pages: 210-226

Authors

B

Boran Yu

School of Mathematical Sciences, Beijing Normal University, Beijing, China

W

William C. Smith

Moray House School of Education and Sport, University of Edinburgh, Edinburgh, Scotland, UK

Y

Yiming Cao

International Centre for Research in Mathematics Education, Faculty of Education, Beijing Normal University, Beijing, China

Cite This Article

Boran Yu, William C. Smith, Yiming Cao (2022). The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers. Asia Pacific Journal of Education, 45(1), 210-226. https://doi.org/10.1080/02188791.2022.2096570

The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers

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