The research indicated effective mathematics teaching to be more complex than assuming the best predictor of student achievement in mathematics is the mathematical content knowledge of a teacher. This dissertation took a novel approach to addressing the idea of what it means to examine how a teacher's knowledge of mathematics impacts student achievement in elementary schools. Using a multiple case study design, the researcher investigated teacher knowledge as a function of the Mathematics Teaching Cycle (NCTM, 2007).
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- Partial requirement for: Ph. D., Arizona State University, 2013Note typethesis
- Includes bibliographical references (p. 281-288)Note typebibliography
- Field of study: Curriculum and instruction (Mathematics education)