Suppose a person is engaged in a complex activity, such as teaching. What determines what that person does, on a moment-by-moment basis, as he or she engages in that activity? What resources does the person draw upon, and why? What shapes the choices the person makes? I claim that if you know enough about a teacher’s knowledge, goals, and beliefs, you can explain every decision he or she makes, in the midst of teaching. In this paper I give examples showing what shapes teachers’ decision-making, and explain the theory.
CITATION STYLE
Leder, G. C. (2015). Gender and Mathematics Education Revisited. In The Proceedings of the 12th International Congress on Mathematical Education (pp. 145–170). Springer International Publishing. https://doi.org/10.1007/978-3-319-12688-3_12
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