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oai:www.ideals.illinois.edu:2142/79724 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Travers, Kenneth J. Hendrix, Timothy Mark 2015-09-25T19:53:11Z 2015-09-25T19:53:11Z 10000-01-01 2003 2003 The results of this study contribute to a growing body of research that seeks to understand how belief structures and conceptual understandings of mathematics influence pre-service teachers and, in turn, all of mathematics education. The study embraces the cyclical complexity of the influence of beliefs about and understandings of mathematics---building a diagram model of the community of interactions which comprise the mathematical learning environment, and which point towards the social construction of knowledge. In summary, the study addresses the constructivist notion that metacognition influences learning, and further posits that metacognition also influences teaching. Made available in DSpace on 2015-09-25T19:53:11Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3086077.pdf: 11286193 bytes, checksum: 381e7124fd0af1ed8658f81f56dc1497 (MD5) Previous issue date: 2003 Embargo set by: Seth Robbins for item 81006 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 231 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003. http://hdl.handle.net/2142/79724 (MiAaPQ)AAI3086077 eng Education, Secondary The Evolution of Pre -Service Secondary Mathematics Teachers' Beliefs About and Understandings of Mathematics: Toward a Community of Learning text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.