| Title: |
Middle-Grade Teachers' Mathematical Knowledge and Its Relationship to Instruction: A Research Monograph. SUNY Series, Reform in Mathematics Education. |
| Language: |
English |
| Authors: |
Sowder, Judith T.; Philipp, Randolph A.; Armstrong, Barbara E. |
| Availability: |
State University of New York Press, P.O. Box 6525, Ithaca, NY 14851; Tel: 607-277-2211; Tel: 800-666-2211 (Toll Free); Fax: 607-277-6292; Web site: www:sunypress.edu (paperback: ISBN-0-7914-3841-4; hardcover: ISBN-0-7914-3842-2). |
| Peer Reviewed: |
N |
| Page Count: |
227 |
| Publication Date: |
1998 |
| Document Type: |
Book; Reports - Research |
| Descriptors: |
Case Studies; Intermediate Grades; Junior High Schools; Knowledge Base for Teaching; Knowledge Level; Mathematics Instruction; Middle School Teachers; Middle Schools; Number Concepts; Professional Development |
| Geographic Terms: |
U.S.; New York |
| ISBN: |
978-0-7914-3841-1 |
| Abstract: |
This book presents research undertaken as a two-year investigation of two sets of related questions about teacher understanding concerning rational numbers, quantity, and proportional reasoning and how this knowledge affects teachers' awareness of how students learn. Chapter 2 provides a conceptual framework. Chapter 3 presents detailed information on the methodology of the study regarding issues related to validity, reliability, and ethics. Chapters 4-10 directly address the two research questions that guided the study. Chapter 4 explores the effects of the seminars with the teachers on their development of mathematical understanding and understanding of how students learn mathematics. Chapters 5-9 discuss the case studies of five of the teachers associated with the project. Chapter 10 contains an analysis of the student data. Contains 108 references. (ASK) |
| EIS Cited: |
ED512043 |
| Journal Code: |
RIEMAY1999 |
| Entry Date: |
1999 |
| Accession Number: |
ED425919 |
| Database: |
ERIC |