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ERIC Number: EJ656282
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0737-0008
When Teaching Becomes Learning.
Sherin, Miriam Gamoran
Cognition and Instruction, v20 n2 p119-50 2002
Investigated the ways teachers' content knowledge affected implementation of mathematics education reform by observing teachers during a reform-based algebra lesson. Found that teachers learned during this process by modifying existing content knowledge and developing new content knowledge and appropriate strategies, and that teachers negotiated three areas of their content knowledge: understanding of subject matter, view of curriculum materials, and knowledge of student learning. (JPB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A