Paradigm development among practicing school mathematics teachers

This study explored the personal histories of four practicing school mathematics teachers in order to gain insight and a holistic understanding of the cognitive, affective, and social processes involved in their lives that relate to the development of their views about the nature of mathematics and how to teach it. One teacher was in fifth grade, two in high school, and one in college. Their teaching experiences ranged from 13 to 25 years. These individuals were recognized as having broad views of the nature of mathematics and as being exemplary classroom teachers.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education, Mathematics

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Pobre, Eleanor Andres

Contributors dc:contributor

• Travers, Kenneth J.

• Education, Mathematics
• Education, Teacher Training
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1996 Pobre, Eleanor Andres

Language dc:language

eng

Identifier

AAI9625180
(UMI)AAI9625180

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23804