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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ467683
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8251
Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding.
Eisenhart, Margaret; And Others
Journal for Research in Mathematics Education, v24 n1 p8-40 Jan 1993
Explored one student teacher's ideas and practices, together with the messages about teaching for procedural and conceptual knowledge that were presented by the student's teacher education program. Found that the student teacher taught, learned to teach, and had opportunities to learn to teach for procedural knowledge more often and more consistently than she did for conceptual knowledge. (28 references) (Author/MDH)
Descriptors: Beliefs, Case Studies, Cognitive Processes, Cognitive Style, Elementary Education, Elementary School Teachers, Mathematics Education, Mathematics Instruction, Pedagogical Content Knowledge, Preservice Teacher Education, Schemata (Cognition), Self Evaluation (Individuals), Student Teachers, Teacher Attitudes, Teacher Behavior
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Knowledge Base for Teaching; Subject Content Knowledge