Middle Grade Teachers' Mathematical Knowledge and Its Relationship to Instruction: A Research Monograph
Language: English
Published by State University of New York Press, 1998
- Softcover
- Used
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The outcome of a two-year investigation, this book shows how teachers' understanding of the mathematics of number, quantity, and proportion influences how they teach and what their students learn of the concepts, skills, and reasoning associated with this mathematical domain of knowledge. It grew out of the recognition of the need to understand the complexities of helping teachers reconceptualize the mathematics they teach and the resulting effects in their classrooms. The book includes case studies of five teachers, from different types of school settings, illustrating changes in the teachers' teaching methods, expectations of students, and beliefs about the role of professional development.
Seller Inventory # CIN0791438422G
- Title
- Middle Grade Teachers' Mathematical Knowledge and Its Relationship to Instruction: A Research Monograph
- Author
- Judith Sowder
- Publisher
- State University of New York Press
- Publication year
- 1998
- Condition
- Good
- Binding
- Paperback
- Language
- English
- ISBN 10
- 0791438422
- ISBN 13
- 9780791438428
Investigates how middle grade teachers' deeper understanding of the mathematics of number, quantity, and proportion influences the way they teach and the way students learn.
The outcome of a two-year investigation, this book shows how teachers' understanding of the mathematics of number, quantity, and proportion influences how they teach and what their students learn of the concepts, skills, and reasoning associated with this mathematical domain of knowledge. It grew out of the recognition of the need to understand the complexities of helping teachers reconceptualize the mathematics they teach and the resulting effects in their classrooms. The book includes case studies of five teachers, from different types of school settings, illustrating changes in the teachers' teaching methods, expectations of students, and beliefs about the role of professional development.
The outcome of a two-year investigation, this book shows how teachers' understanding of the mathematics of number, quantity, and proportion influences how they teach and what their students learn of the concepts, skills, and reasoning associated with this mathematical domain of knowledge. It grew out of the recognition of the need to understand the complexities of helping teachers reconceptualize the mathematics they teach and the resulting effects in their classrooms. The book includes case studies of five teachers, from different types of school settings, illustrating changes in the teachers' teaching methods, expectations of students, and beliefs about the role of professional development.
"Synopsis" may belong to another edition of this title.
About the Author
At the Center for Research in Mathematics and Science Education, San Diego State University, Judith T. Sowder is Professor of Mathematical Sciences, Randolph A. Philipp and Barbara E. Armstrong are Assistant Professors of Teacher Education, and Bonnie P. Schappelle is a Research Associate.
"About the title" may belong to another edition of this title.
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