A square peg in a round hole? An exploration of constraints to the adoption of constructivist-based practice by beginning mathematics teachers

Henley, Simon

dc.contributor.author	Henley, Simon	en
dc.date.accessioned	2015-04-10T02:09:56Z	en
dc.date.available	2015-04-10T02:09:56Z	en
dc.date.issued	2006-6	en
dc.identifier.citation	ACE papers, Issue 17: Science, Mathematics and Technology Education, Paper 4.	en
dc.identifier.uri	http://hdl.handle.net/2292/25159	en
dc.description	These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006.	en
dc.description.abstract	This paper presents a pre-service teacher’s exploration of the tensions that became visible in the intersection of his teacher education programme and the associated school/classroom ‘teaching’ experiences, and considers a framework that offers both personal and pre-service potential resolutions for these tensions.	en
dc.language.iso	en	en
dc.relation.ispartofseries	ACE papers	en
dc.rights	Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.	en
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm	en
dc.title	A square peg in a round hole? An exploration of constraints to the adoption of constructivist-based practice by beginning mathematics teachers	en
dc.type	Technical Report	en
pubs.issue	17	en
dc.rights.accessrights	http://purl.org/eprint/accessRights/OpenAccess	en