Foundation Theoretical underpinning of pedagogy Awareness of purpose Identifying pupil errors Overt display of subject knowledge Use of mathematical terminology Adherence to textbook Concentration on procedures Transformation Teacher demonstration Use of instructional materials Choice of representations Choice of examples Connection Making connections between procedures Making connections between concepts Anticipation of complexity Decisions about sequencing Recognition of conceptual appropriateness Contingency Responding to students' ideas Deviation from lesson agenda Teacher insight Responding to the (un)availability of tools and resources Uncategorized
