Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis.
Current policy dictates mathematics teacher must have a deep understanding of the subject to teach it. Many states require a major in mathematics as part of the requirements for certification. There is a lack of research regarding how mathematics learned at the tertiary level is utilized in practice...
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| Online Access: | http://hdl.handle.net/2047/d20018708 |