A multiple case study of teachers referring to their own religious beliefs in mathematics teaching
There is a need to integrate religious education and spiritual education across school curriculum. This paper reports one of the few empirical studies on bridging the intention-practice gap in classrooms. Six school teachers deliberately designed and implemented mathematics lessons which referred to...
| Auteurs: | ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Taylor & Francis
[2016]
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| Dans: |
International journal of children's spirituality
Année: 2016, Volume: 21, Numéro: 3/4, Pages: 243-255 |
| RelBib Classification: | AG Vie religieuse AH Pédagogie religieuse BL Bouddhisme CB Spiritualité chrétienne KBM Asie RF Pédagogie religieuse |
| Sujets non-standardisés: | B
personal religious beliefs
B Religious education across school subjects B enactment of religious beliefs B practices in mathematics teaching |
| Accès en ligne: |
Volltext (Verlag) |