A teacher’s mathematical knowledge for teaching impacts the teacher’s pedagogical actions and goals (Marfai & Carlson, 2012; Moore, Teuscher, & Carlson, 2011), and a teacher’s instructional goals (Webb, 2011) influences the development of the teacher’s content knowledge for teaching. This study aimed to characterize the reciprocal relationship between a teacher’s mathematical knowledge for teaching and pedagogical goals.
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- Partial requirement for: Ph.D., Arizona State University, 2016Note typethesis
- Includes bibliographical references (pages 288-295)Note typebibliography
- Field of study: Mathematics education