Description

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

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.

Reuse Permissions
  • 11.6 MB application/pdf

    Download count: 0

    Details

    Contributors
    Date Created
    • 2015
    Resource Type
  • Text
  • Collections this item is in
    Note
    • Partial requirement for: Ph. D., Arizona State University, 2015
      Note type
      thesis
    • Includes bibliographical references (pages 608-617)
      Note type
      bibliography
    • Field of study: Mathematics education

    Citation and reuse

    Statement of Responsibility

    by Michael Anthony Tallman

    Machine-readable links