An Exploration of the Factors that Influence the Enactment of Teachers’ Content Knowledge M. Oehrtman, M. Tallman, R. Uscanga, C. Simmons, Oklahoma State University
Abstract: The knowledge an individual is capable of enacting in any particular context is limited to the meanings, sensibilities, and ways of reasoning required to inform the actions the individual expects will allow him or her to achieve specific predefined goals. In this paper, we examine the relationship between three in-service secondary mathematics teachers’ instructional goals and the content knowledge they leveraged to achieve them. We conclude with a discussion of implications of our findings for the preparation of pre-service mathematics teachers at the undergraduate level.
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