The Interplay among Prospective Secondary Mathematics Teachers' Affect, Metacognition, and Mathematical Cognition in a Problem-Solving Context
The purpose of this grounded theory study was to explore the interplay of prospective secondary mathematics teachers’ affect, metacognition, and mathematical cognition in a problem-solving context. From a social constructivist epistemological paradigm and using a constructivist grounded theory appr...
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| Format: | Others |
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Digital Archive @ GSU
2008
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| Online Access: | http://digitalarchive.gsu.edu/msit_diss/63 http://digitalarchive.gsu.edu/cgi/viewcontent.cgi?article=1062&context=msit_diss |