The focus of this study is on the investigation of seven teachers’ conceptions concerning the cognitive demands of the mathematical task. This study is part of an ongoing research on elementary teachers’ professional development concerning their ability in designing goal oriented activities for mathematics teaching. Through our research, we tried to investigate precise components of teachers’ Mathematical Knowledge for Teaching and Pedagogical Content Knowledge. Teachers collaborated as members of a Community of Practice in order to design, comment and reevaluate mathematical activities, concerning mainly their cognitive demand
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