Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Concept Formation | 1 |
| Faculty Development | 1 |
| High Schools | 1 |
| Interviews | 1 |
| Mathematics Teachers | 1 |
| Numbers | 1 |
| Secondary School Teachers | 1 |
| Teaching Experience | 1 |
Source
| Journal of Mathematics… | 1 |
Author
| Dyben, Stephenie Anderson | 1 |
| Karakok, Gulden | 1 |
| Soto-Johnson, Hortensia | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| High Schools | 1 |
| Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKarakok, Gulden; Soto-Johnson, Hortensia; Dyben, Stephenie Anderson – Journal of Mathematics Teacher Education, 2015
This study explores in-service high school mathematics teachers' conception of various forms of complex numbers and ways in which they transition between different representations of these forms. One 90-min interview was conducted with three high school mathematics teachers after they completed three professional development sessions, each 4 h, on…
Descriptors: Secondary School Teachers, Numbers, Mathematics Teachers, Concept Formation
