Mathematics Teachers' Enactment of Cognitively Demanding Tasks: Investigating Links to Teachers' Knowledge and Conceptions

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  • 1 Southern Methodist University

This study sought to understand how aspects of middle school mathematics teachers' knowledge and conceptions are related to their enactment of cognitively demanding tasks. The author found that teachers' mathematical knowledge for teaching and conceptions of teaching and learning mathematics were contingent on one another and significantly related to teachers' enactment of cognitively demanding tasks.

Contributor Notes

Anne Garrison Wilhelm, Department of Teaching and Learning, Simmons School of Education and Human Development, Southern Methodist University, Post Office Box 750455, Dallas, TX 75275-0455; awilhelm@smu.edu

(Corresponding author is Wilhelm awilhelm@smu.edu)
Journal for Research in Mathematics Education

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