標題: Titlebook: Constructing Knowledge for Teaching Secondary Mathematics; Tasks to enhance pro Orit Zaslavsky,Peter Sullivan Book 2011 Springer Science+Bu [打印本頁] 作者: 小巷 時間: 2025-3-21 16:45
書目名稱Constructing Knowledge for Teaching Secondary Mathematics影響因子(影響力)
書目名稱Constructing Knowledge for Teaching Secondary Mathematics影響因子(影響力)學科排名
書目名稱Constructing Knowledge for Teaching Secondary Mathematics網絡公開度
書目名稱Constructing Knowledge for Teaching Secondary Mathematics網絡公開度學科排名
書目名稱Constructing Knowledge for Teaching Secondary Mathematics被引頻次
書目名稱Constructing Knowledge for Teaching Secondary Mathematics被引頻次學科排名
書目名稱Constructing Knowledge for Teaching Secondary Mathematics年度引用
書目名稱Constructing Knowledge for Teaching Secondary Mathematics年度引用學科排名
書目名稱Constructing Knowledge for Teaching Secondary Mathematics讀者反饋
書目名稱Constructing Knowledge for Teaching Secondary Mathematics讀者反饋學科排名
作者: enflame 時間: 2025-3-21 21:45
Working Mathematically on Teaching Mathematics: Preparing Graduates to Teach Secondary Mathematicsatics. Prospective teachers are enculturated into ways of thinking about teaching mathematics which persist, by and large, when they are in school. We offer tasks organised to challenge their instant responses, and support the development of habits of probing mathematical meaning as the starting point for thinking about teaching.作者: 牙齒 時間: 2025-3-22 02:37 作者: mastopexy 時間: 2025-3-22 06:18
Melissa Keeley,Lisa Benton-Short to examine establishing norms for the discussion of multiple answers to algebra word problems. This chapter comes from the work of the “Thought Experiments in Mathematics Teaching” (ThEMaT) project, which aims at learning about the practice of teaching mathematics. We report data from one group tha作者: 滲入 時間: 2025-3-22 09:26 作者: 睨視 時間: 2025-3-22 16:39
SpringerBriefs in Molecular Science describe specific tasks that challenge their existing beliefs and practices. These tasks mirror the kinds of task we expect teachers to use with students; they expose existing ways of thinking, produce tension and discussion by observing contrasting practices, and learning is accommodated by reflec作者: 睨視 時間: 2025-3-22 19:11 作者: 拱形大橋 時間: 2025-3-23 00:37
Studies in Fuzziness and Soft Computingatics. Prospective teachers are enculturated into ways of thinking about teaching mathematics which persist, by and large, when they are in school. We offer tasks organised to challenge their instant responses, and support the development of habits of probing mathematical meaning as the starting poi作者: 提煉 時間: 2025-3-23 05:23 作者: Overstate 時間: 2025-3-23 05:36 作者: Fortuitous 時間: 2025-3-23 13:45
Engaging in Qualitative Research in Health,al tasks as a basis for developing community in project workshops and for teachers’ design of tasks for classrooms. An aim in the project is that teachers and didacticians, through inquiry into design and use of tasks and reflection on and analysis of their use, will learn more about creating effect作者: Optic-Disk 時間: 2025-3-23 16:18 作者: 輕彈 時間: 2025-3-23 19:50
Hossam Abdelsalam Elsayed,Ahmed Tawfikpart of their teacher education at the National Institute of Education, undertake a 96?hour course called Teaching and Learning of Mathematics. Throughout the course, as part of the study of content and pedagogy of various topics of secondary mathematics, they are engaged in solving mathematical pro作者: 我們的面粉 時間: 2025-3-23 22:34
https://doi.org/10.1007/978-3-319-95198-0ires a shift in the teacher’s role from lecturing and telling to listening, observing, facilitating, and guiding. In our exploratory work we found that mobile devices can offer a challenging setting for educators to deepen their thinking about sensing mathematics and about socially constructing and 作者: 黑豹 時間: 2025-3-24 05:56
https://doi.org/10.1007/978-3-319-95198-0rning, and there is growing recognition that university teacher education programs must integrate technology into their own curricula to ensure that prospective teachers are adequately prepared. This chapter offers an analysis of a task that has proven successful in preparing prospective teachers to作者: Creditee 時間: 2025-3-24 07:01 作者: Intervention 時間: 2025-3-24 11:37
Orit Zaslavsky,Peter SullivanCentral to the work of teacher educators.Outlines tasks that Teacher Educators can incorporate into both pre-service and in-service teacher education programs.Significance for practice.Presents practi作者: 饑荒 時間: 2025-3-24 15:29 作者: Bmd955 時間: 2025-3-24 21:27 作者: NAG 時間: 2025-3-25 00:50 作者: Anticoagulant 時間: 2025-3-25 06:03 作者: RLS898 時間: 2025-3-25 09:30
https://doi.org/10.1007/978-0-387-09812-8Barriers to Student Learning; Designing and Solving Problems; Inventive Ideas; Student Dispositions; Stu作者: Dawdle 時間: 2025-3-25 13:57 作者: 嫌惡 時間: 2025-3-25 17:47
Setting the Stage: A Conceptual Framework for Examining and Developing Tasks for Mathematics Teacherture that has established the critical role that tasks play in the teaching and learning process for school mathematics classes. Kilpatrick et al. (2001), for example, claim that the quality of teaching depends on whether teachers select cognitively demanding tasks, and whether these tasks unfold in作者: Nonthreatening 時間: 2025-3-25 21:10
Instructional Alternatives via a Virtual Setting: Rich Media Supports for Teacher Development to examine establishing norms for the discussion of multiple answers to algebra word problems. This chapter comes from the work of the “Thought Experiments in Mathematics Teaching” (ThEMaT) project, which aims at learning about the practice of teaching mathematics. We report data from one group tha作者: Cultivate 時間: 2025-3-26 02:35 作者: entitle 時間: 2025-3-26 06:56
Designing Tasks that Challenge Values, Beliefs and Practices: A Model for the Professional Developme describe specific tasks that challenge their existing beliefs and practices. These tasks mirror the kinds of task we expect teachers to use with students; they expose existing ways of thinking, produce tension and discussion by observing contrasting practices, and learning is accommodated by reflec作者: cunning 時間: 2025-3-26 09:54
Pedagogical, Mathematical, and Epistemological Goals in Designing Cognitive Conflict Tasks for Teachn its role in changing prospective mathematics teachers’ conceptions and beliefs. We analyze the potential contribution of tasks that aim at creating cognitive conflict in promoting teacher learning in several dimensions of teacher knowledge. Specifically, we focus on tasks that aim at achieving ped作者: 暗語 時間: 2025-3-26 16:08 作者: 臭了生氣 時間: 2025-3-26 20:06 作者: 蒼白 時間: 2025-3-26 23:06
Bridging Between Mathematics and Education Courses: Strategy Games as Generators of Problem Solving rograms for training prospective high-school mathematics teachers commonly consist. They often are given in separate departments, with very little, if any, coordination among the instructors. Four independent problem solving centered bridging courses are described. They differ in the context which g作者: 取消 時間: 2025-3-27 04:40 作者: CAMEO 時間: 2025-3-27 05:21
Learning from the Key Tasks of Lesson Studyving the teaching of a particular topic, lesson study is designed to build the skills, habits of mind, tools, and culture for teachers to learn daily from colleagues, students, and curriculum materials. This chapter describes the five core tasks within the lesson study cycle: developing the research作者: 矛盾心理 時間: 2025-3-27 12:50
Mathematical Problem Solving: Linking Theory and Practicepart of their teacher education at the National Institute of Education, undertake a 96?hour course called Teaching and Learning of Mathematics. Throughout the course, as part of the study of content and pedagogy of various topics of secondary mathematics, they are engaged in solving mathematical pro作者: effrontery 時間: 2025-3-27 14:33 作者: HEED 時間: 2025-3-27 20:34
Technology Integration in Secondary Mathematics: Enhancing the Professionalisation of Prospective Terning, and there is growing recognition that university teacher education programs must integrate technology into their own curricula to ensure that prospective teachers are adequately prepared. This chapter offers an analysis of a task that has proven successful in preparing prospective teachers to作者: 掃興 時間: 2025-3-27 21:56 作者: BLUSH 時間: 2025-3-28 03:35
Book 2011y, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice)....This edited volume 作者: Iniquitous 時間: 2025-3-28 07:45
1573-5990 ce. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice)....This edited volume 978-1-4614-2863-3978-0-387-09812-8Series ISSN 1573-5990 Series E-ISSN 2543-0017 作者: Ardent 時間: 2025-3-28 11:27 作者: 極大的痛苦 時間: 2025-3-28 17:46
Classifying and Characterising: Provoking Awareness of the Use of a Natural Power in Mathematics andmathematical thinking, it is important that learners are provoked to use their own powers to classify and characterise so that these are developed explicitly throughout their mathematical schooling, which means teachers being aware of and drawing attention to their use, whether actual or potential. 作者: 柱廊 時間: 2025-3-28 19:15 作者: ANNUL 時間: 2025-3-28 23:22
Mathematical Problem Solving: Linking Theory and Practicee teachers in problem solving and initiates discussion on the process of finding a solution, specifically the feelings, emotions and regulation of thinking during the process. The Solve 4 Problems task engages prospective teachers in clarifying the definition of a problem, distinguishing heuristics 作者: atopic 時間: 2025-3-29 06:28
Guiding Mathematical Inquiry in Mobile Settingscal, curricular, and subject matter knowledge, connect mathematical knowledge with real-life contexts, and interact socially in ways that support the creation of a community of proficient mathematics teachers.作者: forthy 時間: 2025-3-29 08:22 作者: Insatiable 時間: 2025-3-29 15:25
Melissa Keeley,Lisa Benton-Shortmathematical thinking, it is important that learners are provoked to use their own powers to classify and characterise so that these are developed explicitly throughout their mathematical schooling, which means teachers being aware of and drawing attention to their use, whether actual or potential. 作者: LASH 時間: 2025-3-29 16:50
https://doi.org/10.1007/978-3-319-93973-5l the activities in these courses. This chapter focuses on the details of the first course, illustrating it by two sample tasks: (1) “Who gets first to 100?”, and (2) “Checker Board Jumps”. Emerging problem-solving activities are described and analyzed. The ultimate goal of the four-course series is作者: Emasculate 時間: 2025-3-29 20:13
Hossam Abdelsalam Elsayed,Ahmed Tawfike teachers in problem solving and initiates discussion on the process of finding a solution, specifically the feelings, emotions and regulation of thinking during the process. The Solve 4 Problems task engages prospective teachers in clarifying the definition of a problem, distinguishing heuristics 作者: 溫室 時間: 2025-3-30 02:33 作者: PAC 時間: 2025-3-30 08:07
Constructing Knowledge for Teaching Secondary MathematicsTasks to enhance pro作者: forecast 時間: 2025-3-30 11:14
