Description

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

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).

Reuse Permissions
  • 1.42 MB application/pdf

    Download count: 0

    Details

    Contributors
    Date Created
    • 2013
    Resource Type
  • Text
  • Collections this item is in
    Note
    • Partial requirement for: Ph. D., Arizona State University, 2013
      Note type
      thesis
    • Includes bibliographical references (p. 281-288)
      Note type
      bibliography
    • Field of study: Curriculum and instruction (Mathematics education)

    Citation and reuse

    Statement of Responsibility

    Margaret (Meg) Kathleen Burke

    Machine-readable links