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 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.
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Contributors
- Burke, Margaret Kathleen (Author)
- Middleton, James A. (Thesis advisor)
- Sloane, Finbarr (Thesis advisor)
- Battey, Daniel S (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2013
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Note
- 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)
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Statement of Responsibility
Margaret (Meg) Kathleen Burke