Now showing items 1-4 of 4
Learning trajectories related to bivariate data in contemporary high school mathematics textbook series in the United States
(University of Missouri--Columbia, 2013)
. At the same time, several bivariate learning expectations present in textbooks were not found in CCSSM. For the task features, few instances were at a high level of mathematical complexity and rarely included a Collect Data component. Analyses revealed...
The development of pedagogical content knowledge of a mathematics teaching intern: the role of collaboration, curriculum, and classroom context
(University of Missouri--Columbia, 2005)
teaching. Through collaboration, curriculum, and the classroom context, the teaching intern learned to incorporate his pedagogical content knowledge in instruction. Analysis revealed that as he gained new knowledge he was able to shift his focus from...
Implementation of integrated mathematics textbooks in secondary school classrooms
(University of Missouri--Columbia, 2009)
during a school year. When teaching textbook content, teachers used supplemental or alternative materials in nearly 40% of lessons. Results indicate that teachers placed varying emphases on the four content strands. In year 1, the composition...
Examining elementary mathematics teachers' justification practices
(University of Missouri--Columbia, 2019)
mathematics teaching and learning were empirically derived via exploratory factor analyses. These factors, along with data on teachers' knowledge and instructional practice, were incorporated into a factor score path analysis (Devlieger and Rosseel, 2017...