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Direct linkSteele, Michael D. – Journal of Mathematics Teacher Education, 2005
While teaching, teachers need to access both their knowledge of mathematics and knowledge of pedagogy. Practice-based materials afford teachers opportunities to reason about both mathematics and pedagogy within the context of teaching. Accepted systems exist for explaining and reasoning in the domain of mathematics; logic, procedures, and…
Descriptors: Mathematics Instruction, Mathematics Teachers, Knowledge Base for Teaching, Teacher Education
Download full textCarpenter, Thomas P.; Levi, Linda; Farnsworth, Valerie – In Brief, 2000
"In Brief" focuses on K-12 mathematics and science research and implications for policymakers, educators, and researchers seeking to improve student learning and achievement This brief highlights the learning gains of 240 elementary students involved in a long-term study in Madison, Wisconsin and their remarkable ability to reason with arithmetic…
Descriptors: Abstract Reasoning, Algebra, Arithmetic, Educational Change
Peer reviewedGlickman, Carl D. – Action in Teacher Education, 1981
The developmental principles as they apply to teachers focus on variations among teachers according to developmental criteria. Orientations to teacher supervision are viewed, and clusters of supervisory behaviors are matched with stages of teacher development. (JN)
Descriptors: Abstract Reasoning, Developmental Stages, Professional Development, Self Actualization
