Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/125
Title: 
Authors: 
Issue Date: 
1999
Citation: 
Fan, L. (1999). The sources of teachers' knowledge of instructional materials. The Mathematics Educator, 4(2), 42-69.
Abstract: 
This study investigated how teachers develop their knowledge of instructional materials. The research data were collected from 77 mathematics teachers in three best high schools in the metropolitan area of Chicago, U. S. through a questionnaire survey, classroom observation and teacher interview. The findings of this study reveal that there are various sources by which teachers can
develop their knowledge of instructional materials. Overall, teachers' own teaching
experience and reflection, and their daily exchanges with their colleagues are the
most important sources; teachers' attending organized professional activities,
inservice training, and experience as school students are the secondarily important
sources; and their reading professional journals and books, and preservice training
are the least important ones. Statistically, the contributions of those three kinds of
sources to the development of teachers' knowledge of instructional materials are
significantly different.
URI: 
ISSN: 
0218-9100
Appears in Collections:Journal Articles

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