P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 7, Issue 2, 2014December 01, 2014 PDT
ccby-4.0
Using Community College Students’ Understanding of a Trigonometric Statement to Study Their Instructors’ Practical Rationality in Teaching
Using Community College Students’ Understanding of a Trigonometric Statement to Study Their Instructors’ Practical Rationality in Teaching
Articles in Vol. 7, Issue 2, 2014
Vol. 7, Issue 2, 2014
- Learning to See: Representing, Perceiving, and Judging Quantities of Numbers as a Task for In-Service Education for Pre-School TeachersChristiane Benz
- Laboratory Class Cycle: A Model for Teacher DevelopmentLu Pien ChengHo Kyoung Ko
- Building and Sustaining a Professional Learning Community: Joining in With Teachers to Improve Mathematics Teaching and LearningEnrique GalindoJean LeeGina Borgioli Yoder
- Professional Development in a Laboratory Setting Examining Evolution in Teachers’ Questioning and ParticipationShweta Shripad NaikDeborah Loewenberg Ball
- Integrating Teaching Research With Teaching Practice: A Modified Chinese Model of Professional DevelopmentSu Liang
- Influences on High School Students’ Mathematical Problem Solving PerformanceAzita ManouchehriPingping Zhang
- Using Community College Students’ Understanding of a Trigonometric Statement to Study Their Instructors’ Practical Rationality in TeachingVilma Mesa
- Using the Evidence-Based MSA Approach to Enhance Teacher Knowledge in Student Mathematics Learning and AssessmentShuhua AnZhonghe Wu
- Mathematics Professional Development Models for K-12 Mathematics Teachers in CaliforniaViji K. Sundar
- Improvement of Teachers’ Quality of History of Mathematics Through Professional DevelopmentGuoqiang Li
- KOSINUS: An Approach to Long-Term Development of Mathematics EducationMatthias Roemer
- Supporting Mathematics Teachers’ Learning With Educative Curricular MaterialsJonei Cerqueira BarbosaAndreia Maria Pereira de Oliveira
- Table of ContentsZhonghe Wu
- Call for PapersZhonghe Wu
Mesa, V. (2014). Using Community College Students’ Understanding of a Trigonometric Statement to Study Their Instructors’ Practical Rationality in Teaching. Journal of Mathematics Education, 7(2), 95–107.