An "inverse" relationship between mathematics identities and classroom practices among early career elementary teachers: The impact of accountability

Journal of Mathematical Behavior

Volumn 32, Issue 3, 2013, Pages 633-648

  Gujarati, Joan ^a  

^a MANHATTANVILLE COLLEGE   (United States)

Author keywords

Accountability; Classroom practices; Mathematics education; Teacher identity; Teacher mathematics beliefs; Teacher reflection

Indexed keywords

EID: 84883227390     PISSN: 07323123     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jmathb.2013.08.002     Document Type: Article

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