Professional actions of novice teachers in the context of teaching and learning geometry
Year: 2019
Type: conference-paper
Abstract: This paper aims to describe the professional actions of beginning teachers in the context of teaching and learning geometry. Using different theoretical tools, our research is based on the observation of lessons (with students aged between 6 and 11) delivered by beginning teachers in France. The paper seeks to show how the specific context of geometry impacts on professional actions especially among beginning teachers.
Source: HAL
Author: Bulf, Caroline
Institution: Université de Bordeaux
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4288600403