A case study approach to increasing teachers' mathematics knowledge for teaching and strategies for building students' maths self-efficacy

被引：5
作者：
Stevens, T. [1 ]
Harris, G. [2 ]
Aguirre-Munoz, Z. [3 ]
Cobbs, L. [1 ]
机构：
[1] Texas Tech Univ, Coll Educ, Educ Psychol, Lubbock, TX 79409 USA
[2] Texas Tech Univ, Coll Arts & Sci, Math & Stat, Lubbock, TX 79409 USA
[3] Texas Tech Univ, Coll Educ, Curriculum & Instruct, Lubbock, TX 79409 USA
来源：
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY | 2009年 / 40卷 / 07期
基金：
美国国家科学基金会;
关键词：
mathematics teacher; pedagogy content knowledge; maths self-efficacy; case studies;
D O I：
10.1080/00207390903199269
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Teachers of middle school mathematics should have a deep conceptual understanding of the elementary mathematics taught in middle school, should possess the mathematics knowledge for teaching that is required to effectively teach mathematics in middle school and should have the ability to effectively teach mathematics to, and enhance the maths self-efficacy of, a culturally and socially diverse middle school student population. The challenge is to design effective professional development activities that enhance these desired attributes in both in-service and pre-service middle school mathematics teachers. This article reports on an attempt to design and evaluate one such activity that focuses on mathematics knowledge for teaching and self-efficacy building.
引用
收藏
页码：903 / 914
页数：12
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