標(biāo)題: Titlebook: Borders in Mathematics Pre-Service Teacher Education; Nenad Radakovic,Limin Jao Book 2020 Springer Nature Switzerland AG 2020 mathematics [打印本頁(yè)] 作者: Systole 時(shí)間: 2025-3-21 17:08
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作者: Monotonous 時(shí)間: 2025-3-21 22:33 作者: 污穢 時(shí)間: 2025-3-22 01:44 作者: 自然環(huán)境 時(shí)間: 2025-3-22 06:32
978-3-030-44294-1Springer Nature Switzerland AG 2020作者: Neutropenia 時(shí)間: 2025-3-22 11:52 作者: Cytology 時(shí)間: 2025-3-22 16:25
A heuristic explanation of Batcher’s Baffleralized in elementary mathematics education. We consider the affordances of familiar representations of multiplication (e.g., repeated addition, the area representation) and highlight aspects of arithmetic (e.g., multiplication with signed numbers) that are difficult for them to represent. Next, we d作者: 西瓜 時(shí)間: 2025-3-22 20:05 作者: Organonitrile 時(shí)間: 2025-3-22 22:04
https://doi.org/10.1007/3-540-11160-3regardless of the grade level or subject area, teachers are expected to incorporate numeracy into their teaching. At Monash University in Melbourne, Australia, students in the Master of Teaching (MTeach) program are required to complete a numeracy course, Numeracy for Learners and Teachers, in order作者: 榨取 時(shí)間: 2025-3-23 04:14 作者: Amnesty 時(shí)間: 2025-3-23 06:31
Towards a Theory of Information,nt courses and teaching methods courses, as well as school-based practica. While many of these programs make efforts to integrate and connect these three components, due to a variety of reasons, many still offer components that are distinct and separate?– thus resulting in a “bordered” reality. This作者: 字形刻痕 時(shí)間: 2025-3-23 09:57
Drawing Inferences from Conditionalsrimary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have 作者: accordance 時(shí)間: 2025-3-23 14:53 作者: 背心 時(shí)間: 2025-3-23 18:54
Drawing Inferences from Conditionalsted States and Hungary; and (2) the border between the roles of the student and the teacher.. (BSME) is a study abroad program for American students interested in the learning and teaching of secondary school mathematics. Participants spend a semester in Budapest and learn about the Hungarian mathem作者: 罵人有污點(diǎn) 時(shí)間: 2025-3-24 01:48
Closure-Invariant Rationality Postulates of mathematics education. Little work has been done within the field to understand the evolving landscape these communities present and the boundaries that educators, both new and old, create, cross, or demolish through community participation. In this chapter, we draw upon theoretical work in comm作者: Palate 時(shí)間: 2025-3-24 04:03
Drawing Inferences from Conditionalspatrolled, maintained, and defended by an array of power regimes, but borderlands are also sites of movement, agency, and resistance. We draw on Thomas Nail’s and Gloria Anzaldúa’s theories about borders to elaborate on processes of social division around gender and sexuality in mathematics educatio作者: 沙草紙 時(shí)間: 2025-3-24 08:32
Formal Approaches to Concurrency, of color who were enrolled in an AP Statistics classroom, characterized by high-quality implementation of ambitious and equity-oriented instruction. Data includes interviews with focal students, an interview with the teacher, and 6 months of classroom observations. The purpose of this chapter is to作者: 訓(xùn)誡 時(shí)間: 2025-3-24 11:34
Fundamentals of Deductive Program Synthesis,s. In doing so, we think of borders in two ways: methodological borders between Western academic methodologies and non-Western worldviews and borders created by standardization of teacher education in the United States. After establishing methodological borders and the ways to cross them, we use the作者: 上釉彩 時(shí)間: 2025-3-24 16:52 作者: mucous-membrane 時(shí)間: 2025-3-24 22:52
Luis Fari?as del Cerro,Andreas Herzigone another. We report on PSTs’ written reflections of what they learned through experiencing the testing activity and situate their experiences in related literature and recommendations for reform-based mathematics.作者: glowing 時(shí)間: 2025-3-25 00:42 作者: 領(lǐng)帶 時(shí)間: 2025-3-25 04:39 作者: interpose 時(shí)間: 2025-3-25 07:36 作者: lymphedema 時(shí)間: 2025-3-25 14:42 作者: inhumane 時(shí)間: 2025-3-25 19:16
A heuristic explanation of Batcher’s Bafflerrams can model multiplication and division as continuous scaling operations on directed lengths, and we consider how dynamic diagrams could be used as virtual manipulatives in pre-service teacher education.作者: 生命 時(shí)間: 2025-3-25 23:45 作者: LAP 時(shí)間: 2025-3-26 03:06
Closure-Invariant Rationality Postulatesent profiles of several communities currently popular within North America. In doing so, we demonstrate how the framework can serve as a tool to examine aspects of these communities and understand the boundaries associated with them.作者: 繁忙 時(shí)間: 2025-3-26 07:42
Continuous Directed Scaling: How Could Dynamic Multiplication and Division Diagrams Be Used to Crossrams can model multiplication and division as continuous scaling operations on directed lengths, and we consider how dynamic diagrams could be used as virtual manipulatives in pre-service teacher education.作者: 寵愛(ài) 時(shí)間: 2025-3-26 11:37 作者: Minikin 時(shí)間: 2025-3-26 13:51
Mathematics Education Communities: Crossing Virtual Boundariesent profiles of several communities currently popular within North America. In doing so, we demonstrate how the framework can serve as a tool to examine aspects of these communities and understand the boundaries associated with them.作者: habile 時(shí)間: 2025-3-26 20:00
Drawing Inferences from Conditionalse documenting the extent to which sexist and heterosexist ideologies patrol, reinforce, and perpetuate borders in mathematics that often marginalize women and queer people. We conclude the chapter with recommendations around how to blur borders around gender and sexuality in mathematics pre-service teacher education.作者: 干涉 時(shí)間: 2025-3-26 23:04 作者: Synthesize 時(shí)間: 2025-3-27 03:28
En La Lucha/in the Struggle for Mathematics Teacher Education Without Bordersers (mathematics/education; expert/novice; research/teaching) create adversarial relationships and unwarranted hierarchies in our field and among ourselves. Although these divides seem innocuous and have been with us for a long time, I contend that these are far more dangerous than we might realize.作者: SLAY 時(shí)間: 2025-3-27 06:17 作者: AROMA 時(shí)間: 2025-3-27 13:27
Crossing Disciplinary Borders in Pre-service Teacher Education: Historical Consciousness as a Tool tion and autonomy as mathematical thinkers by engaging in mathematical reasoning and argumentation. Making this shift can require that teachers change their epistemic beliefs about what it means to participate in mathematics by engaging in and transforming their epistemic cognition. In this chapter, 作者: creatine-kinase 時(shí)間: 2025-3-27 16:08
Secondary Pre-service Teachers’ Experiences in a Numeracy Courseregardless of the grade level or subject area, teachers are expected to incorporate numeracy into their teaching. At Monash University in Melbourne, Australia, students in the Master of Teaching (MTeach) program are required to complete a numeracy course, Numeracy for Learners and Teachers, in order作者: 使隔離 時(shí)間: 2025-3-27 19:21
Mathematics Crossing Borders: A Comparative Analysis of Models for Integrating Mathematics with Othet of mathematics pre-service teacher education. Drawing on my experience as a mathematics teacher educator and mathematics education researcher, I compare different models of integration I have used or observed in pre-service teacher education courses. These include mathematical modelling, curriculu作者: Demonstrate 時(shí)間: 2025-3-27 23:01
Bridging the Gap Between Coursework and Practica: Secondary Mathematics Pre-service Teachers’ Percepnt courses and teaching methods courses, as well as school-based practica. While many of these programs make efforts to integrate and connect these three components, due to a variety of reasons, many still offer components that are distinct and separate?– thus resulting in a “bordered” reality. This作者: OGLE 時(shí)間: 2025-3-28 04:00
The Shared Duty of Special Educational Support in Mathematics: Borders and Spaces in Degree Ordinancrimary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have 作者: 動(dòng)脈 時(shí)間: 2025-3-28 07:53
Blurring the Border Between Teacher Education and School Classrooms: A Practical Testing Activity fon be implemented in both venues. Specifically, we investigate a testing activity where pre-service teachers (PSTs) develop, sit, and assess tests for one another. We report on PSTs’ written reflections of what they learned through experiencing the testing activity and situate their experiences in re作者: 解凍 時(shí)間: 2025-3-28 10:30 作者: Distribution 時(shí)間: 2025-3-28 16:48 作者: 神秘 時(shí)間: 2025-3-28 22:26 作者: SEEK 時(shí)間: 2025-3-29 01:37
Persisting Racialized Discourses Pose New Equity Demands for Teacher Education of color who were enrolled in an AP Statistics classroom, characterized by high-quality implementation of ambitious and equity-oriented instruction. Data includes interviews with focal students, an interview with the teacher, and 6 months of classroom observations. The purpose of this chapter is to作者: 強(qiáng)行引入 時(shí)間: 2025-3-29 04:32 作者: prolate 時(shí)間: 2025-3-29 10:31 作者: 易于出錯(cuò) 時(shí)間: 2025-3-29 12:08
Borders in Mathematics Pre-Service Teacher Education978-3-030-44292-7作者: heart-murmur 時(shí)間: 2025-3-29 15:56
En La Lucha/in the Struggle for Mathematics Teacher Education Without Bordersulo reflexiono sobre tres divisiones intelectuales que continuamente retan y motivan mi trabajo académico. Discuto cómo estas fronteras intelectuales (matemáticas/educación; expert(a)/novato(a); investigación/ense?anza) crean relaciones adversas y jerarquías injustificadas en nuestro campo y entre n作者: 平 時(shí)間: 2025-3-29 20:27
Crossing Disciplinary Borders in Pre-service Teacher Education: Historical Consciousness as a Tool tand contexts. We present a hypothetical example?– multi-digit multiplication?– to illustrate a three-phase process for using historical consciousness within mathematics teacher education courses. In addition to using historical consciousness as a framework, the design of this process is further info作者: laparoscopy 時(shí)間: 2025-3-30 03:07
