A detailed study of teacher cases from both the research settings yielded a rich conceptualization of the relation between teachers' professional knowledge base and professional competence in teaching of mathematics. The conceptualization of professional competence in teaching of mathematics that emerged from this study as interplay among teacher's cognition, conceptions, and the context suggests that rather than being a static feature, professional competence is a dynamic one manifesting itself in a variety of behaviors even in the same teacher. While the findings are in accord with the existing literature, the substantive theory provides new insight in that it underscores the importance of looking at professional competence as both the possession of various components of teacher's professional knowledge base and the process of activating those components in actual teaching situations. The study has implications for teachers, educators, administrators, and researchers.A student asked her to explain problem #2 from the worksheet: (x+1)/4 = 3a4. Lena explained to ... Practice converting word problems into proportions.a In the next class, ... their notebooks. After going over the drill and the homework, Lena discussed some problems from the textbook based on percent and simple interest afteranbsp;...
|Title||:||Professional Competence in Teaching of Mathematics in Selected High Schools of India and United States: Interplay of Cognition, Conceptions, and Context|
|Publisher||:||ProQuest - 2007|