Middle-grade teachers' mathematical knowledge and its relationship to instruction
Subtitle: a research monograph
By: Judith T. Sowder ... [et al.].
Contributors: Sowder, Judith T.
Series: SUNY series, reform in mathematics education
Publisher: State University of New York Press
Published: 1998
Place of publication: Albany
Language: eng
Number of pages: 227
Subjects: Mathematics -- Study and teaching (Middle school) -- United States.; Mathematics teachers -- Training of -- United States.
Description: "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."--Jacket.
Notes: Includes bibliographical references (p. 193-201) and index.