Teachers must recognize the knowledge they possess as appropriate to employ in the process of achieving their goals and objectives in the context of practice. Such recognition is subject to a host of cognitive and affective processes that have thus far not been a central focus of research on teacher knowledge in mathematics education. To address this need, this dissertation study examined the role of a secondary mathematics teacher’s image of instructional constraints on his enacted subject matter knowledge. I collected data in three phases.
Download count: 0
- Mathematics Education
- Instructional Constraints
- Mathematical Knowledge for Teaching
- Radical Constructivism
- Reflecting Abstraction
- Secondary Mathematics
- Teaching--Psychological aspects.
- Effective teaching--Psychological aspects.
- Effective teaching
- Knowledge, Theory of--Psychological aspects.
- Knowledge, Theory of
- Partial requirement for: Ph. D., Arizona State University, 2015Note typethesis
- Includes bibliographical references (pages 608-617)Note typebibliography
- Field of study: Mathematics education