The design of tasks in support of teachers' development of coherent mathematical meanings

Journal of Mathematics Teacher Education

Volumn 10, Issue 4-6, 2007, Pages 415-432

  Thompson, Patrick W ^a   Carlson, Marilyn P ^a   Silverman, Jason ^b  

^a ARIZONA STATE UNIVERSITY   (United States)

^b DREXEL UNIVERSITY   (United States)

Author keywords

Coherence; Covariation; Meaning; Professional development; Reflection; Tasks; Teachers; Trigonometry

Indexed keywords

EID: 37349095729     PISSN: 13864416     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10857-007-9054-8     Document Type: Article

References (18)

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2. Carlson, M. P., Oehrtman, M. C., & Thompson, P. W. (in press). Key aspects of knowing and learning the concept of function. In M. P. Carlson & C. Rasmussen (Eds.), Making the connection: Research and practice in undergraduate mathematics. Washington, DC: Mathematical Association of America. Available at http://pat-thompson.net/PDFversions/ 2006MAA%20Functions.pdf
3. Carlson, M. P., & Thompson, P. W. (2005, April). The reflexive relationship between individual cognition and classroom practices: A covariation framework and problem solving research informs calculus instruction. Paper presented at the Annual meeting of the American Educational Research Association. Montreal.
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8. El'konin, D. B., & Davydov, V. V. (1975). Learning capacity and age level: Introduction (A. Bigelow, Trans.). In L. P. Steffe (Ed.), Soviet studies in the psychology of learning and teaching mathematics (Vol. 7, pp. 1-12). Palo Alto, CA and Reston, VA: School Mathematics Study Group and National Council of Teachers of Mathematics.
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