NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ857923
Record Type: Journal
Publication Date: 2009-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0020-739X
A Case Study Approach to Increasing Teachers' Mathematics Knowledge for Teaching and Strategies for Building Students' Maths Self-Efficacy
Stevens, T.; Harris, G.; Aguirre-Munoz, Z.; Cobbs, L.
International Journal of Mathematical Education in Science and Technology, v40 n7 p903-914 Oct 2009
Teachers of middle school mathematics should have a deep conceptual understanding of the elementary mathematics taught in middle school, should possess the mathematics knowledge for teaching that is required to effectively teach mathematics in middle school and should have the ability to effectively teach mathematics to, and enhance the maths self-efficacy of, a culturally and socially diverse middle school student population. The challenge is to design effective professional development activities that enhance these desired attributes in both in-service and pre-service middle school mathematics teachers. This article reports on an attempt to design and evaluate one such activity that focuses on mathematics knowledge for teaching and self-efficacy building. (Contains 2 tables.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas