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.
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- Tallman, Michael Anthony (Author)
- Carlson, Marilyn P (Thesis advisor)
- Thompson, Patrick W (Committee member)
- Saldanha, Luis (Committee member)
- Middleton, James (Committee member)
- Harel, Guershon (Committee member)
- Arizona State University (Publisher)
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
- 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
Collections this item is in
- Partial requirement for: Ph. D., Arizona State University, 2015Note typethesis
- Includes bibliographical references (pages 608-617)Note typebibliography
- Field of study: Mathematics education
Citation and reuse
Statement of Responsibility
by Michael Anthony Tallman