Abstract
Preparing future mathematics teachers with the appropriate mathematics knowledge needed for teaching is crucial for high quality teaching, eventually resulting in student learning (National Mathematics Advisory Panel [NMAP], 2008; RAND Mathematics Study Panel, 2003; Rowland & Ruthven, 2010; Sullivan & Wood, 2008). Researchers have focused on identifying and measuring mathematics knowledge for teaching (denoted as MKT) (e.g., Ball, Hill, & Bass, 2005; Blömeke & Delaney, 2012; Depaepe, Verschaffel, & Kelchtermans, 2013; Hill, Ball, & Schilling, 2008; Kulm, 2008; McCrocy, Floden, Ferrini-Mundy, Reckase, & Senk, 2012; Rowland & Ruthven, 2010; Tatto et al., 2012).
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© 2014 Springer Fachmedien Wiesbaden
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Huang, R. (2014). Introduction. In: Prospective Mathematics Teachers’ Knowledge of Algebra. Perspektiven der Mathematikdidaktik. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-03672-0_1
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DOI: https://doi.org/10.1007/978-3-658-03672-0_1
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