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Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory
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Bair, Sherry L.; Rich, Beverly S. – Mathematical Thinking and Learning: An International Journal, 2011
This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…
Descriptors: Grounded Theory, Mathematics Education, Teacher Education Programs, Data Analysis
A Study of Young Children's Metaknowing Talk: Learning Experiences with Computers
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Choi, Ji-Young – ProQuest LLC, 2010
This research project was undertaken in a time of increasing emphasis on the exploration of young children's learning and thinking at computers. The purpose of this study was to describe and interpret the characteristics of metaknowing talk that occurred during learning experiences with computers in a kindergarten community of learners. This…
Descriptors: Video Technology, Grounded Theory, Qualitative Research, Learning Activities
Individualizing Elementary General Music Instruction: Case Studies of Assessment and Differentiation
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Salvador, Karen – ProQuest LLC, 2011
Elementary general music teachers typically teach hundreds of students every week. Each child has individual learning needs due to a variety of factors, such as prior experiences with music, music aptitude, learning style, and personality. The purpose of this qualitative study was to explore ways that experienced teachers used assessments to…
Descriptors: Report Cards, Experienced Teachers, Individualized Instruction, Music Education