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Reshaping Teachers’ Mathematical Perceptions: Analysis of a Professional Development Task
Gwyneth Hughes
, Jonathan Brendefur
,
Michele Carney
I Do Teach Program
Mathematics Department
Boise State University
Research output
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peer-review
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Keyphrases
Professional Development
100%
Problem Solving
100%
Perception Analysis
100%
Guided Reinvention
100%
Developmental Tasks
100%
Mathematics Education
50%
Authentic Context
50%
Memorization
50%
Professional Development Course
50%
Mathematical Knowledge for Teaching
50%
Mathematics Professional Development
50%
Mathematical Knowledge
50%
In-service Teachers
50%
Rational numbers
50%
Cognitive Dissonance
50%
Deep Engagement
50%
Multiple Solution Methods
50%
Number Operations
50%
Classroom Discourse
50%
Problem Modeling
50%
Social Sciences
Professional Development
100%
Mathematics Education
33%
Mathematics
33%
Discourse
33%
In-service Teachers
33%
Cognitive Dissonance
33%
Psychology
Economic and Social Development
100%
Education
33%
Cognitive Dissonance
33%