In this paper, we argue for an engagement of productive connections between research findings and teaching, this since the vocational training of the teachers. We exemplify how analyses of written tests by using a cognitive approach lead to better interpretations and understanding of the learner’s knowledge. We show how a teacher can do it and we discuss the possibility of introducing it to the available scientific knowledge in teacher education, in order to include it in the current practices of teachers’ methods.
A Cognitive Analysis of Students' Activity: An Example in Mathematics.
Australian Journal of Teacher Education, 39(1).