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PCK development of beginning secondary mathematics teachers
(University of Missouri--Columbia, 2019)
In this study I examined the development of pedagogical content knowledge of three beginning secondary mathematics teachers. My analysis included the development of the teachers' knowledge of curriculum and their knowledge ...
Goals of instruction : a cross case analysis of five secondary mathematics teachers
(University of Missouri--Columbia, 2010)
Teacher goals are an understudied component of teacher thinking. Teacher goals uncover the composite of knowledge, beliefs, and values and direction that underlie teachers' actions. In this study five experienced secondary ...
Teachers' knowledge of algebraic reasoning : its organization for instruction
(University of Missouri--Columbia, 2007)
Teacher knowledge is a critical factor that influences instructional decisions. Elbaz (1983) stated, "the single factor which seems to have the greatest power to carry forward our understanding of the teachers' role is the ...
Examining secondary students algebraic reasoning: flexibility and strategy use
(University of Missouri--Columbia, 2005)
Recent curricular recommendations (NCTM, 2000; RAND, 2003) call for the development of student flexibility in relation to algebraic reasoning. In response to these recommendations, this study focused on the algebraic ...
Alternatively certified mathematics teachers : factors that contribute to changes in instruction over time
(University of Missouri--Columbia, 2009)
The focus of this study was the intersection of alternative certification for mathematics teaching, standards based teaching as described by the National Council of Teachers of Mathematics, and the No Child Left Behind Act ...
Second grade students' interpretations of various representations depicting part-part-whole relationships
(University of Missouri--Columbia, 2011)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Through a cross-case analysis this study characterizes second-grade students' interpretations of mathematical representations (i.e., contextual ...
Grade 4-6 student conceptions and utilization of informal and formal variable representations across mathematically equivalent tasks
(University of Missouri--Columbia, 2011)
This study reports how 24 grade 4-6 students in one elementary and middle school interpreted formal (e.g., x + y = 12) and informal representations of variables (e.g., □ + ∆ = 12). While interpretations for variables ...
The processes and products of first and second grade teachers' interpretations of students' understanding of place valueThe processes and products of first and second grade teachers' interpretations of students' understanding of place value
(University of Missouri--Columbia, 2014)
Consensus exists in mathematics education that effective classroom assessment is an essential component of effective practice; however, an important part of classroom assessment, teacher interpretation of student artifacts, ...
Preservice elementary teachers' initial and post-course views of mathematical arguments: an interpretative phenomenological analysis
(University of Missouri--Columbia, 2013)
Recent curriculum recommendation call for mathematical argumentation to play a significantly greater role in U. S. mathematics instruction at all grade levels, including the elementary grades. To better understand how ...