UNCOVERING MATH TEACHERS’ UNDERSTANDING OF ALGEBRA CONCEPTS
In this study, we looked at thirty to thirty-three teacher responses to algebra questions. Through analyzing their submitted solutions using the lens of previously researched ways of categorizing teacher knowledge of algebra, we saw how point-wise and global approaches can both be beneficial, depend...
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| Language: | en_US |
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The University of Arizona.
2016
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| Online Access: | http://hdl.handle.net/10150/613743 http://arizona.openrepository.com/arizona/handle/10150/613743 |