Conceptualizing Teachers' Knowledge of Students' Mathematics Identity Formation and Development
| dc.contributor.author | Clark, Lawrence | |
| dc.date.accessioned | 2012-02-17T19:23:00Z | |
| dc.date.available | 2012-02-17T19:23:00Z | |
| dc.date.issued | 2012 | |
| dc.description.abstract | In recent years, two research foci have garnered considerable interest in the mathematics education research community: 1) conceptualizing and measuring the unique and distinct knowledge mathematics teachers use in their practice, and 2) conceptualizing and exploring students’ mathematics identity formation and development. I seek to synthesize claims made across these two bodies of literature for the purpose of exploring the following question: In what ways is teachers’ knowledge of students’ mathematics identity formation and development a viable dimension of the knowledge mathematics teachers use in their practice? The exploration culminates in a working framework for teachers’ knowledge of students’ mathematics identity development and formation, and concludes with implications for mathematics teacher education. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1903/12410 | |
| dc.language.iso | en_US | en_US |
| dc.relation.isAvailableAt | College of Education | en_us |
| dc.relation.isAvailableAt | Curriculum & Instruction | en_us |
| dc.relation.isAvailableAt | Digital Repository at the University of Maryland | en_us |
| dc.relation.isAvailableAt | University of Maryland (College Park, MD) | en_us |
| dc.subject | mathematics teaching | en_US |
| dc.subject | teacher knowledge | en_US |
| dc.subject | student identity | en_US |
| dc.title | Conceptualizing Teachers' Knowledge of Students' Mathematics Identity Formation and Development | en_US |
| dc.type | Article | en_US |