A multiple case study of teachers referring to their own religious beliefs in mathematics teaching
作者： Yip-Cheung Chan , Ngai-Ying Wong
DOI: 10.1080/1364436X.2016.1251398
关键词:
摘要: AbstractThere is a need to integrate religious education and spiritual across school curriculum. This paper reports one of the few empirical studies on bridging intention-practice gap in classrooms. Six teachers deliberately designed implemented mathematics lessons which referred their own beliefs teaching. It unfolds teachers’ intention enact classroom Different modes were identified. Implications schools are offered.
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