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Chinnappan, Mohan; Forrester, Tricia – Mathematics Education Research Journal, 2014
Knowledge that teachers bring to the teaching context is of interest to key stakeholders in improving levels of numeracy attained by learners. In this regard, the centrality of, and the need to investigate, the quality of teachers' mathematical knowledge for teaching mathematics has been gaining momentum in recent years. There is a general…
Descriptors: Preservice Teachers, Mathematical Concepts, Mathematics Instruction, Knowledge Level
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Chinnappan, Mohan – Mathematics Education Research Journal, 2010
In the present study, I examine a modelling strategy as employed by a teacher in the context of an algebra lesson. The actions of this teacher suggest that a modelling approach will have a greater impact on enriching student learning if we do not lose sight of the need to manage associated cognitive loads that could either aid or hinder the…
Descriptors: Cognitive Processes, Algebra, Teaching Methods, Models
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Chinnappan, Mohan – Mathematics Education Research Journal, 2000
Examines a group of preservice primary mathematics teachers' understanding of fractions using software called JavaBars. Suggests that while teachers had built up robust knowledge about fractions, they experienced difficulty in translating this knowledge in the JavaBars environment. (Contains 26 references.) (Author/ASK)
Descriptors: Computer Software, Computer Uses in Education, Fractions, Knowledge Level
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Chinnappan, Mohan – Mathematics Education Research Journal, 1998
Examines the nature of prior mathematical knowledge that facilitates the construction of useful problem representations in the domain of geometry. Indicates that high achievers build schemas that are qualitatively more sophisticated than low achievers, which in turn helps them construct representations that are conducive to understanding the…
Descriptors: Cognitive Development, Cognitive Structures, Geometry, High Schools