Abstract
The purpose of this exploratory study was to develop a model to examine teachers' instructional practice in secondary school mathematics in relationship to their underlying cognitions. The instructional practice and cognitions of seven experienced and seven beginning teachers of secondary school mathematics were examined as a basis for the creation of the model. To examine instructional practice a Phase-Dimension Framework for the Examination of Mathematics Teaching was developed. Data were obtained through observations, lesson plans, videotapes and audiotapes of structured interviews during the course of one semester. The value of the model lies in its usefulness as a guide for enabling teachers to reflect on their instructional practice and underlying cognitions in a structured, comprehensive manner.
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