Document Type

Conference Proceeding




This paper describes an investigation on the behavioral and cognitive decision-making processes used by effective elementary mathematics teachers in order to add to the knowledge base in that field and move toward better elementary mathematics teacher preparation, enhancement, and selection. The data collection utilized an observational and interview format for assessing teachers’ planning, implementation, and reflection on a mathematics lesson. Data were collected from 15 teachers in New Jersey and in Israel from a variety of SES and ethnic communities. The scoring systems for coding data are discussed and preliminary hypotheses generated from the data are presented.

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