Search results for: Cross Dionne I.
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Alignment, Cohesion, and Change: Examining Mathematics Teachers’ Belief Structures and their Influence on Instructional Practices
This collective case study explored the relationship between mathematics teachers’ beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students’ learning. Five high school teachers of ninth-grade algebra at different stages in their teaching career participated in this study.
Updated: Dec. 24, 2009