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ERIC Number: EJ898790
Record Type: Journal
Publication Date: 2010-Oct
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1386-4416
Noticing Rapid and Profound Mathematics Teacher Change
Liljedahl, Peter
Journal of Mathematics Teacher Education, v13 n5 p411-423 Oct 2010
Change in mathematics teachers' practice is often characterized as something that takes time and sustained intervention. In this article, I present the results of research that highlights a different kind of change--a profound change that takes place very quickly. Based on the analysis of 42 cases of such rapid and profound change, I also present a disaggregation of this phenomenon into five distinct mechanisms of change, each one rapid and profound. This disaggregation shows that not all changes, even when outwardly similar, are the same.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A