" Responding to student ideas " as an indicator of a teacher's mathematical knowledge in teaching
Résumé
This paper describes and analyses two 8 th grade mathematics instructions, delivered by two teachers on the slope and its algebraic representation. The focus of analysis is on teacher content knowledge which was analysed with Knowledge Quartet model (Rowland et al., 2005). The study examined whether teachers' responses to students' comments indicate the quality of teachers' content knowledge. Findings indicated that teacher' reaction to students' comments would significantly reflect teachers' depth and breadth of mathematics content knowledge.
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