作者: Geyser 時間: 2025-3-21 20:23 作者: 意見一致 時間: 2025-3-22 00:43 作者: amygdala 時間: 2025-3-22 08:18 作者: Tortuous 時間: 2025-3-22 09:04 作者: GOAT 時間: 2025-3-22 14:46
Contemporary Framing of Technology in Mathematics Teaching for decades. However, research on technology in teacher preparation continues to be sparse and challenging to synthesize. To organize and probe ideas, researchers and practitioners need better ways to frame their work. In this chapter, a blend of three conceptual tools is connected to existing lite作者: GOAT 時間: 2025-3-22 17:09 作者: 窗簾等 時間: 2025-3-22 22:37 作者: 禁止,切斷 時間: 2025-3-23 03:12 作者: ablate 時間: 2025-3-23 07:45 作者: radiograph 時間: 2025-3-23 10:26 作者: venous-leak 時間: 2025-3-23 17:08
Future Teachers’ Use of Multiplication and Fractions When Expressing Proportional Relationshipsion and for fractions when reasoning about proportional relationships. The future teachers were recruited from a preparation program in the United States based on their performance on a fractions survey. The data collection consisted of 1-hour semi-structured interviews with each future teacher. An 作者: Heresy 時間: 2025-3-23 18:43
Marking Mathematics Exams. A Tool for Secondary Teacher Educationmatic education for prospective secondary teachers on this topic. In this study, we analyze how 58 prospective secondary school teachers mark answers to mathematics written exams. In particular, we observe differences between graduates in mathematics and graduates in engineering according to their m作者: THROB 時間: 2025-3-23 23:42
Prospective Mathematics Teachers’ Professional Identityachers in the construction of their professional identity. The data analysis focused on the meaning negotiation processes occurring during the examination of the multimedia case and written reflections from prospective teachers, concerning the following dimensions: the beliefs, self-image, professio作者: Albinism 時間: 2025-3-24 02:24
https://doi.org/10.1007/978-1-4471-3785-6amic ways. The blending of Technological, Pedagogical, and Content Knowledge (TPACK); Mathematical Understanding for Secondary Teaching (MUST); and Play, Use, Recommend, Incorporate, and Assess (PURIA) perspectives underscores the complexity of learning to teach mathematics with technology.作者: abject 時間: 2025-3-24 08:22
Living reference work 20200th editionnt response. Results suggest that focusing on cognitive demands of tasks and implementation may be productive for supporting PSTs to incorporate technology in ways that enhance students’ mathematical learning.作者: Debate 時間: 2025-3-24 12:34 作者: aspersion 時間: 2025-3-24 18:09 作者: 傻瓜 時間: 2025-3-24 19:42 作者: 率直 時間: 2025-3-25 00:39 作者: 沐浴 時間: 2025-3-25 05:22
Christopher P. L. Wood,Merrill P. Spencernderstanding. During the post interviews pre-service teachers also noted that working closely with students helped them to learn about students’ mathematical thinking and understanding as well as improve their teaching skills.作者: 遵循的規(guī)范 時間: 2025-3-25 09:58
https://doi.org/10.1007/978-3-319-06019-4nt to support students’ learning. These dimensions are related to the idea of instrumental integration that is used to describe how teachers organize the conditions for instrumental genesis. We identified three ways of integrating technological resources.作者: PURG 時間: 2025-3-25 13:40 作者: filicide 時間: 2025-3-25 19:13
Pre-service Teachers’ Reflections on Their Teachingnderstanding. During the post interviews pre-service teachers also noted that working closely with students helped them to learn about students’ mathematical thinking and understanding as well as improve their teaching skills.作者: Abjure 時間: 2025-3-25 20:21
Prospective Mathematics Teachers’ Perspectives on Technologynt to support students’ learning. These dimensions are related to the idea of instrumental integration that is used to describe how teachers organize the conditions for instrumental genesis. We identified three ways of integrating technological resources.作者: cancer 時間: 2025-3-26 00:32 作者: BOOM 時間: 2025-3-26 06:32 作者: NUDGE 時間: 2025-3-26 10:52
Pathophysiology of Peptic Ulcer Disease,developed, describing their interpretations of the diagnosis, the modifications of the planned lessons and their justifications. Afterwards, eight different, recurrent types of decisions were identified. With these results it was possible to generate a process model, which helps to understand how the prospective teachers came to their decisions.作者: IRS 時間: 2025-3-26 13:51
Marianna Brienza,Oriano Mecarellie the emerging warrants, backings, and rebuttals. Results indicate different argumentation structures and types of warrants, backings, and rebuttals in the process of PMTs’ interpretations of students’ mathematical activity. We discuss these findings from the perspective of noticing to identify shifts at the level of PMTs’ interpretations.作者: 危險 時間: 2025-3-26 18:38 作者: 倫理學(xué) 時間: 2025-3-26 21:07 作者: animated 時間: 2025-3-27 01:58 作者: CIS 時間: 2025-3-27 07:58
The Structure of Student Teaching Can Change the Focus to Students’ Mathematical Thinkingnity to grapple with the elicitation, interpretation and use of student mathematical thinking during class discussion. Although there is still room for improvement, our model provides an existence proof that the focus of the student teaching experience can indeed be altered and improved.作者: 豐富 時間: 2025-3-27 11:12
Diagnosis-Based Adaptations of Mathematics Lessons: Analysis of the Implementation by Prospective Tedeveloped, describing their interpretations of the diagnosis, the modifications of the planned lessons and their justifications. Afterwards, eight different, recurrent types of decisions were identified. With these results it was possible to generate a process model, which helps to understand how the prospective teachers came to their decisions.作者: organic-matrix 時間: 2025-3-27 17:09 作者: 不能平靜 時間: 2025-3-27 18:49
Nurturing Knowledge of Mathematical Modeling for Teaching in instruction, absence of extensive experiences with mathematical modeling in the course of their own mathematical preparation served as a barrier to their ability to access specific pedagogical actions they believed could be used in their instruction.作者: BRINK 時間: 2025-3-28 01:06 作者: 廣大 時間: 2025-3-28 02:34
Marking Mathematics Exams. A Tool for Secondary Teacher Educationarking practices. Furthermore, we design and implement a first cycle of Action Research involving a sequence of activities focused on different aspects of the marking process. This sequence of activities helps prospective teachers to realize that marking exams is a complex activity that requires reflection and specific education.作者: 揮舞 時間: 2025-3-28 09:48
Marilyn E. Strutchens,Rongjin Huang,Leticia LosanoShows that issues related to mathematics teacher education are very similar around the world..Discusses significant new trends and development in research..Presents novel theoretical perspectives作者: 鬼魂 時間: 2025-3-28 11:39 作者: 昆蟲 時間: 2025-3-28 15:57 作者: 商店街 時間: 2025-3-28 20:04
978-3-030-08166-9Springer International Publishing AG, part of Springer Nature 2018作者: 可忽略 時間: 2025-3-29 01:55 作者: ADORN 時間: 2025-3-29 06:31
Clinical Research in Pediatric Dermatology,nce that the restructuring accomplished its purposes and, in so doing, addressed a number of problems with the traditional structure it replaced. In particular, we achieved less focus on issues of classroom management and student behavior, more focus on students’ mathematics, and substantial opportu作者: commensurate 時間: 2025-3-29 09:35 作者: 小蟲 時間: 2025-3-29 15:11 作者: 逢迎春日 時間: 2025-3-29 18:50
An Overview of Psychological Measurement ways different than how they were trained and/or different than how their current environment supports it. Additionally, they provide a low-stakes environment to practice and hone important teaching skills and knowledge. In this qualitative study, we examine how a robotics course in an educator pre作者: RECUR 時間: 2025-3-29 19:56 作者: Amnesty 時間: 2025-3-30 01:17 作者: medium 時間: 2025-3-30 07:51
https://doi.org/10.1007/978-3-319-06019-4earning. In particular, we study prospective teachers’ pedagogical reasoning in order to understand their decisions about the use of technology and their effects on students’ mathematics learning. We analysed prospective secondary teachers’ lesson plans on teaching mathematics through problem solvin作者: 雪白 時間: 2025-3-30 09:14
Living reference work 20200th editioncal thinking and reasoning, using the Instructional Quality Assessment to assess the cognitive demand of: (a) instructional tasks, (b) description of how tasks would be implemented or were implemented during the lesson, and (c) level of response expected from or produced by students. Results show th作者: Uncultured 時間: 2025-3-30 14:13
Marianna Brienza,Oriano Mecarelliical incidents from their initial field experiences. We use Toulmin’s model and recent elaborations of it to analyze the discussions that took place at the university where PMTs reflected on their recent classroom experiences. Our aim is to identify the structure of the argumentation and characteriz作者: GAVEL 時間: 2025-3-30 19:34 作者: 情愛 時間: 2025-3-30 22:35
https://doi.org/10.1007/978-3-7091-6653-6. Using a Teacher Development Experiment design, we traced the impact of these experiences on teachers’ reported efficacy towards and knowledge about utilizing modeling in their teaching. Analysis of results indicate that although teachers maintained modeling to be an important skill to be developed作者: 背景 時間: 2025-3-31 03:43
External, Middle, and Inner Ear,ion and for fractions when reasoning about proportional relationships. The future teachers were recruited from a preparation program in the United States based on their performance on a fractions survey. The data collection consisted of 1-hour semi-structured interviews with each future teacher. An 作者: Habituate 時間: 2025-3-31 05:37 作者: 注射器 時間: 2025-3-31 11:47
