Abstract
The paper draws on the body of international research conducted in relation to the measures of the mathematical knowledge for teaching developed as part of the Learning Mathematics for Teaching project at the University of Michigan (the LMT measures). It adds to the discussions of the feasibility of using such measures for cross-national comparisons of teacher mathematical knowledge by describing a case of Norway and Slovakia, where the researchers translated and adapted the same calibrated set of LMT measures.
| Original language | English |
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| Publisher | 14th International Congress on Mathematical Education |
| State | Published - Jul 2021 |