| Record ID | harvard_bibliographic_metadata/ab.bib.11.20150123.full.mrc:727272757:1593 |
| Source | harvard_bibliographic_metadata |
| Download Link | /show-records/harvard_bibliographic_metadata/ab.bib.11.20150123.full.mrc:727272757:1593?format=raw |
LEADER: 01593cam a22003254a 4500
001 011818239-0
005 20090202092051.0
008 070425s2008 nyu b 001 0 eng
010 $a 2007017211
020 $a9780805861938 (alk. paper)
020 $a9780805861945 (pbk. : alk. paper)
035 0 $aocn137324983
040 $aDLC$cDLC$dDLC
042 $apcc
050 00 $aQA11$b.A784 2008
082 00 $a510.71$222
100 1 $aArtzt, Alice F.
245 10 $aBecoming a reflective mathematics teacher :$ba guide for observations and self-assessment /$cAlice F. Artzt, Eleanor Armour-Thomas, Frances R. Curcio.
250 $a2nd ed.
260 $aNew York :$bLawrence Erlbaum Associates,$cc2008.
300 $axx, 234 p. ;$c24 cm.
440 0 $aStudies in mathematical thinking and learning
504 $aIncludes bibliographical references (p. [221]-226) and index.
505 0 $aToward an understanding of student-centered teaching -- A framework for the examination of instructional practice -- A framework for the examination of teacher cognitions -- Putting it all together -- Using the model to examine teachers' instructional practice and cognitions -- Using the model to examine your own instructional practice and cognitions -- Using a portfolio to document how you engage in self-assessment and reflection -- Case studies of the model in action : five cases.
650 0 $aMathematics$xStudy and teaching$xEvaluation.
650 0 $aMathematics teachers$xPsychology.
700 1 $aArmour-Thomas, Eleanor.
700 1 $aCurcio, Frances R.
988 $a20090129
906 $0DLC