Wednesday, April 17, 2013: 1:00 PM
Room 110/112 (Colorado Convention Center)
This study investigates the complex relationships among teachers’ knowledge, beliefs, and instruction based on data collected from 21 in-service teachers for 4 years. The results shed light on which aspects of instructional practices are most closely related to teacher knowledge and which are related to teachers’ beliefs, as opposed to (or in addition to) their mathematical knowledge.