Annotation:Text:Conceptual Models in Educational Research and Practice/Ty8c4gi1wj

Referenztyp:	Information

Annotation of	Text:Conceptual_Models_in_Educational_Research_and_Practice
Annotation Comment
Last Modification Date	2019-06-11T19:35:57.820Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ty8c4gi1wj","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ21Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/blockquoteӶ3Ӻ/pӶ1Ӻ","endOffset":477°Ӻ,"quote":"Thus, both educational researchers and teachers, whether they like it or not, are in a very real sense dependent on one another. Given this dependence, the two roles also have much to offer each other in terms of assistance and exchange of ideas. As Hawkins (1973) pointed out:\n\nThe working perspective of a teacher allows him … to make many observations of those acquisitions and transitions in intellectual development upon which the growth of mathematical knowledge depends. But such a teacher is of course not only an observer, he would indeed be less of an observer if he were not also a participant; one who, because of the way he shares in and contributes to the development, can earn the privilege of insight into its details and pathways (p. 117).","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1560274543999°