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Peer reviewed Peer reviewed
ERIC Number: EJ447763
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8251
Applying Personal Construct Psychology to the Study of Teachers' Knowledge of Fractions.
Lehrer, Richard; Franke, Megan Loef
Journal for Research in Mathematics Education, v23 n3 p223-41 May 1992
Reports case studies using personal construct psychology and the logic of fuzzy sets to elucidate the content and organization of two elementary school teachers' knowledge of fractions and mathematical pedagogy. Results identified four personal constructions that affected classroom events; knowledge of fractions, general pedagogical knowledge, pedagogical knowledge related to fractions, and knowledge of student thinking. (MDH)
Descriptors: Beliefs, Case Studies, Cognitive Structures, Cognitive Style, Elementary Education, Fractions, Mathematics Education, Mathematics Instruction, Mathematics Teachers, Pedagogical Content Knowledge, Problem Solving, Qualitative Research, Teacher Attitudes, Teacher Behavior, Teacher Characteristics, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Fuzzy Concepts; Personal Construct Theory; Subject Content Knowledge