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 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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Contributors
- 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)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2015
Subjects
- Mathematics Education
- Instructional Constraints
- Mathematical Knowledge for Teaching
- Radical Constructivism
- Reflecting Abstraction
- Secondary Mathematics
- Trigonometry
- Teaching--Psychological aspects.
- Effective teaching--Psychological aspects.
- Effective teaching
- Knowledge, Theory of--Psychological aspects.
- Knowledge, Theory of
Resource Type
Collections this item is in
Note
- 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