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The Influence of a Teacher's Decentering Move on Students Engaging in Reflective Thinking

Abstract

Research has identified mathematical knowledge for teaching (MKT) as specialized knowledge that contributes to a teacher's ability to teach for understanding. This report discusses one teacher's (Claudia) MKT as she implemented research-based precalculus materials. Claudia initially encountered difficulty implementing the materials in ways that supported her students' learning. As the semester progressed, Claudia's understanding of the central ideas of the course deepened and specific ideas emerged as key for understanding other ideas. Once she became aware of these connections she made more informed pedagogical choices that supported her students' thinking and learning.

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