標(biāo)題: Titlebook: Diagnostic Competence of Mathematics Teachers; Unpacking a Complex Timo Leuders,Kathleen Philipp,Juliane Leuders Book 2018 Springer Intern [打印本頁] 作者: LH941 時(shí)間: 2025-3-21 17:51
書目名稱Diagnostic Competence of Mathematics Teachers影響因子(影響力)
書目名稱Diagnostic Competence of Mathematics Teachers影響因子(影響力)學(xué)科排名
書目名稱Diagnostic Competence of Mathematics Teachers網(wǎng)絡(luò)公開度
書目名稱Diagnostic Competence of Mathematics Teachers網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Diagnostic Competence of Mathematics Teachers被引頻次
書目名稱Diagnostic Competence of Mathematics Teachers被引頻次學(xué)科排名
書目名稱Diagnostic Competence of Mathematics Teachers年度引用
書目名稱Diagnostic Competence of Mathematics Teachers年度引用學(xué)科排名
書目名稱Diagnostic Competence of Mathematics Teachers讀者反饋
書目名稱Diagnostic Competence of Mathematics Teachers讀者反饋學(xué)科排名
作者: VOC 時(shí)間: 2025-3-21 23:45
978-3-319-88218-5Springer International Publishing AG 2018作者: Microgram 時(shí)間: 2025-3-22 01:48
Diagnostic Competence of Mathematics Teachers978-3-319-66327-2Series ISSN 1573-5990 Series E-ISSN 2543-0017 作者: 外貌 時(shí)間: 2025-3-22 06:01
https://doi.org/10.1007/978-3-319-27959-6ctive helps to explain certain tendencies to misjudge students. The chapter reports empirical results about factors influencing diagnostic judgments from mathematics education and discusses the hypothesis that teachers underestimate the difficulty of tasks resp. overestimate the performance of students.作者: OVERT 時(shí)間: 2025-3-22 09:53 作者: Phagocytes 時(shí)間: 2025-3-22 14:14
Maria Gra?a Carvalho,F. C. Lockwood,J. Taine. We report eight conceptualizations and operationalizations of diagnostics skills and add in addition three constructs that seem to be close to diagnostic skills. Correlational analyses reveal only moderate and unsystematic relationships. However, our analyses showed the expected differences betwee作者: Phagocytes 時(shí)間: 2025-3-22 17:15
Spectral Gas Effects in Gas-Fired Furnaces to mathematics teaching and in offering feedback to the students at the heart of said situations. To this aim we deploy a research design that involves engaging teachers with situation-specific tasks in which we invite participants to: solve a mathematical problem; examine a (fictional yet research作者: Mangle 時(shí)間: 2025-3-23 00:54
Numerical Prediction of Flame Imageich students’ errors occurred. Based on a model of diagnostic processes in error situations a university course and a pre- and post-test were developed. Probabilistic models (such as Item-Response-Theory and Latent-Class-Analysis) were used to assess the future teachers’ diagnostic competence in err作者: Meditate 時(shí)間: 2025-3-23 04:16 作者: Thyroxine 時(shí)間: 2025-3-23 07:54
https://doi.org/10.1007/978-3-319-27959-6e processes of teachers in (informal) diagnostic situations and the knowledge they use in such situations. The concern of the reported study is to extend this state of research from a domain-specific point of view. For this purpose, processes and knowledge resources mathematics teachers apply in inf作者: 老人病學(xué) 時(shí)間: 2025-3-23 12:39
https://doi.org/10.1007/978-3-319-27959-6kles the question how prospective primary mathematics teachers benefit from university courses which aim at the development of diagnostic competence and how these specific courses should be designed to promote the participants’ diagnostic strategies and competence. Taking a domain-specific view on t作者: 使絕緣 時(shí)間: 2025-3-23 16:15
Bernard Zappoli,Daniel Beysens,Yves Garrabosractice in response to what learners need to learn. In order to use data well, teachers need to develop diagnostic competence, which has been defined as the ability to respond in a didactically sensitive manner to learners’ mathematical productions. In this chapter we look at the extent to which mat作者: 揉雜 時(shí)間: 2025-3-23 19:51 作者: Blazon 時(shí)間: 2025-3-24 00:19
Bernard Zappoli,Daniel Beysens,Yves Garrabosess of hypothesis generation, testing, and revising. To understand our argument, diagnosis must be conceived as a process of analysis and mathematical decomposition, and learning goals must be treated as mathematical statements that can be decomposed into component parts or subgoals that must be mas作者: hermetic 時(shí)間: 2025-3-24 02:54 作者: 跳脫衣舞的人 時(shí)間: 2025-3-24 09:31
Some Simple Thermodynamic Systems,rris, Berk, & Jansen, J Teacher Educ 58(1):47–60, 2007). This specific type of diagnostic competence, which focuses on diagnosing student learning with the specific goal of studying and improving teaching, can be improved through interventions in teacher education (see, e.g., Spitzer, Phelps, Beyers作者: 影響深遠(yuǎn) 時(shí)間: 2025-3-24 11:58 作者: 爭吵 時(shí)間: 2025-3-24 15:30
Timo Leuders,Kathleen Philipp,Juliane LeudersProvides a comprehensive overview of diagnostic competences of mathematics teachers.Connects approaches in cognitive psychology with mathematics education.Includes foundational studies as well as eval作者: gusher 時(shí)間: 2025-3-24 20:50 作者: 誓言 時(shí)間: 2025-3-25 01:00
Factors Influencing the Accuracy of Diagnostic Judgmentsctive helps to explain certain tendencies to misjudge students. The chapter reports empirical results about factors influencing diagnostic judgments from mathematics education and discusses the hypothesis that teachers underestimate the difficulty of tasks resp. overestimate the performance of students.作者: Infraction 時(shí)間: 2025-3-25 03:27 作者: 傀儡 時(shí)間: 2025-3-25 07:48 作者: 赦免 時(shí)間: 2025-3-25 14:09 作者: bile648 時(shí)間: 2025-3-25 19:19
https://doi.org/10.1007/978-3-319-27959-6ormal diagnostic situations (evaluating tasks and students’ solutions) are identified empirically and described theoretically. The findings show that the teachers in the study proceed predominantly in a systematic way and use a variety of different types of mathematical knowledge.作者: 出價(jià) 時(shí)間: 2025-3-25 23:19
Bernard Zappoli,Daniel Beysens,Yves Garrabos paths in various mathematical domains. The use of such interviews also provides a model for teachers’ interactions and discussions with children in classrooms, building both pedagogical content knowledge and subject matter knowledge.作者: 同謀 時(shí)間: 2025-3-26 00:42
Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Constructrocesses. These approaches are discussed with respect to their advantages, restrictions as well as some of their main findings and they are allocated within an overarching model of diagnostic competence as a continuum, comprising diagnostic dispositions, diagnostic thinking and diagnostic performance.作者: 易碎 時(shí)間: 2025-3-26 07:30
Diagnostic Skills of Mathematics Teachers in the COACTIV Studyn school types. The chapter concludes with structural equation models in which the predictive validity of diagnostic skills for mathematical achievement of students is analyzed (both with black box and with mediation models).作者: irritation 時(shí)間: 2025-3-26 10:28 作者: 通便 時(shí)間: 2025-3-26 16:02
Supporting Mathematics Teachers’ Diagnostic Competence Through the Use of One-to-One, Task-Based Ass paths in various mathematical domains. The use of such interviews also provides a model for teachers’ interactions and discussions with children in classrooms, building both pedagogical content knowledge and subject matter knowledge.作者: 親屬 時(shí)間: 2025-3-26 18:22 作者: MULTI 時(shí)間: 2025-3-26 21:42 作者: 數(shù)量 時(shí)間: 2025-3-27 04:39 作者: Expurgate 時(shí)間: 2025-3-27 05:46
Bernard Zappoli,Daniel Beysens,Yves Garrabos about how to improve instruction, testing these hypotheses by gathering targeted data, and revising instruction based on relevant evidence. Conceived in this way, the diagnosis of learning goals is a competence teachers can develop as part of an evidence-based process for improving teaching.作者: CERE 時(shí)間: 2025-3-27 10:04
Diagnosing Learning Goals: An Often-Overlooked Teaching Competency about how to improve instruction, testing these hypotheses by gathering targeted data, and revising instruction based on relevant evidence. Conceived in this way, the diagnosis of learning goals is a competence teachers can develop as part of an evidence-based process for improving teaching.作者: 眼界 時(shí)間: 2025-3-27 17:32
Numerical Prediction of Flame Imageway future teachers hypothesize about the causes of the students’ errors and partly also on their preferred way of dealing with errors. Additionally the importance of practical experience when fostering diagnostic competence in error situations became apparent.作者: contrast-medium 時(shí)間: 2025-3-27 20:56 作者: 發(fā)起 時(shí)間: 2025-3-28 01:48
Diagnostic Competence for Dealing with Students’ Errors: Fostering Diagnostic Competence in Error Siway future teachers hypothesize about the causes of the students’ errors and partly also on their preferred way of dealing with errors. Additionally the importance of practical experience when fostering diagnostic competence in error situations became apparent.作者: 無王時(shí)期, 時(shí)間: 2025-3-28 04:36 作者: 和音 時(shí)間: 2025-3-28 09:28 作者: cartilage 時(shí)間: 2025-3-28 13:53 作者: 網(wǎng)絡(luò)添麻煩 時(shí)間: 2025-3-28 16:23 作者: ARBOR 時(shí)間: 2025-3-28 20:40 作者: Carbon-Monoxide 時(shí)間: 2025-3-29 00:31 作者: addition 時(shí)間: 2025-3-29 06:58 作者: Morbid 時(shí)間: 2025-3-29 09:35
Revealing and Promoting Pre-service Teachers’ Diagnostic Strategies in Mathematical Interviews with kles the question how prospective primary mathematics teachers benefit from university courses which aim at the development of diagnostic competence and how these specific courses should be designed to promote the participants’ diagnostic strategies and competence. Taking a domain-specific view on t作者: nascent 時(shí)間: 2025-3-29 13:57
Developing Diagnostic Competence Through Professional Learning Communitiesractice in response to what learners need to learn. In order to use data well, teachers need to develop diagnostic competence, which has been defined as the ability to respond in a didactically sensitive manner to learners’ mathematical productions. In this chapter we look at the extent to which mat作者: 不連貫 時(shí)間: 2025-3-29 17:55 作者: Irrepressible 時(shí)間: 2025-3-29 22:56 作者: RECUR 時(shí)間: 2025-3-30 02:51 作者: murmur 時(shí)間: 2025-3-30 06:51
