Abstract
We report on the relationship between community college instructors’ performance on an instrument measuring mathematical knowledge for teaching college algebra with their teaching experience and their frequency of using specific tasks of teaching. The findings support the argument that the instrument assesses critical knowledge for teaching college algebra. We propose further work based on these findings.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 233-240 |
| Number of pages | 8 |
| Journal | Proceedings of the International Group for the Psychology of Mathematics Education |
| Volume | 3 |
| State | Published - 2024 |
| Event | 47th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2024 - Auckland, New Zealand Duration: Jul 17 2024 → Jul 21 2024 |
Bibliographical note
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