標題: Titlebook: Expertise in Mathematics Instruction; An International Per Yeping Li,Gabriele Kaiser Book 2011 Springer Science+Business Media, LLC 2011 Ma [打印本頁] 作者: whiplash 時間: 2025-3-21 18:03
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書目名稱Expertise in Mathematics Instruction讀者反饋
書目名稱Expertise in Mathematics Instruction讀者反饋學科排名
作者: 發(fā)出眩目光芒 時間: 2025-3-21 21:30
Yeping Li,Gabriele KaiserAddresses the need for research into teacher expertise in mathematics education.Offers unique international perspective, comparing Eastern and Western expertise practices.Contributes to an important, 作者: 鑲嵌細工 時間: 2025-3-22 03:40
http://image.papertrans.cn/e/image/319268.jpg作者: hypotension 時間: 2025-3-22 08:23 作者: custody 時間: 2025-3-22 11:56
Nucleocytoplasmic Interaction in ,on expertise in mathematics instruction are thus important, albeit long overdue, to reveal its specifics. To advance relevant research and practice for the improvement of teacher expertise in mathematics instruction, this book takes a unique approach to present new research from multiple education s作者: 放棄 時間: 2025-3-22 13:34
Offie P. Soldin,Christopher A. Loffredofirst focused on exceptional experts, then studies evolved into studying expert performance relative to novices, with emphases on differences in their strategies of searching for a solution, the structure of knowledge, and finally in representation. Then three constructs emphasized in current resear作者: 放棄 時間: 2025-3-22 20:49 作者: SPECT 時間: 2025-3-22 22:20 作者: aptitude 時間: 2025-3-23 01:31 作者: 一致性 時間: 2025-3-23 08:21 作者: Contend 時間: 2025-3-23 10:03 作者: transdermal 時間: 2025-3-23 17:22 作者: 一再煩擾 時間: 2025-3-23 19:13
Steven R. Gambert M.D., F.A.C.P.essons, their lesson designs and reflections. A prototype view of teaching expertise was adopted and used to identify similarity-based central tendencies that are shared among these expert teachers. Data analyses revealed six central tendencies of these teachers’ lesson instruction and thinking. The作者: 無瑕疵 時間: 2025-3-23 22:25 作者: 常到 時間: 2025-3-24 05:29
e practices which demonstrate strong principles of mathematics-specific pedagogy, teachers’ adoption and use of these practices in part depend on the value placed on them by the school management. This chapter presents the quantitative and qualitative findings of a survey as well as insights from in作者: CHECK 時間: 2025-3-24 10:25 作者: 杠桿 時間: 2025-3-24 13:15
Multiplicative Programming Problems,. Three expert teachers were identified and selected in this study. A prototypical view of teaching expertise was used to guide our analyses and identification of similarity-based, family resemblance of expert teachers’ instruction. These expert teachers’ mathematics instruction was examined in ligh作者: Concerto 時間: 2025-3-24 17:14 作者: 秘傳 時間: 2025-3-24 21:43
Legal and Ethical Issues in Infant Growth researchers’ beliefs and values – more generally, their conceptual models regarding “what counts” in the act of teaching. This raises the question of how one might frame explorations of teacher expertise in general, an issue I explore in the context of a general model of the research process. The s作者: 失望未來 時間: 2025-3-25 02:08
Book 2011oom instruction. However, there is still very limited understanding about the nature of teachers’ expertise in mathematics instruction. .Expertise in Mathematics Instruction. addresses this need clearly and concisely. In particular, it examines all aspects of emphases employed to characterize the na作者: aerial 時間: 2025-3-25 05:18 作者: 同步左右 時間: 2025-3-25 10:47 作者: 滴注 時間: 2025-3-25 15:42
Bi-Lipschitz Invariance of the Multiplicity,et al., 2006) conducted before and after the course. Based on an instructional video sequence on the topic of geometry, the study assesses the extent to which participants of the PFL mathematics course differ from those of other PFL courses.作者: Blemish 時間: 2025-3-25 18:48 作者: Peristalsis 時間: 2025-3-25 20:02
Steven R. Gambert M.D., F.A.C.P.ers’ teaching expertise. The findings help us to develop a better understanding of the complexity of teaching expertise valued in China, and are important to teacher educators in their efforts to improve professional development for teachers.作者: inquisitive 時間: 2025-3-26 00:45 作者: Adrenaline 時間: 2025-3-26 05:29 作者: 譏笑 時間: 2025-3-26 08:51
Theoretical Perspectives, Methodological Approaches, and Trends in the Study of Expertisehapter proposes a new perspective for understanding the acquisition of expertise, which is the idea of a perspective shift. Interleaved throughout the chapter is discussion of how the acquisition of expertise can be facilitated and/or accelerated.作者: motivate 時間: 2025-3-26 15:34
Responding to Students: Enabling a Significant Role for Students in the Class Discourseon teacher response was elaborating. Accompanying talk occurred considerably less, and the teacher rarely expressed puzzlement or opposition when responding to students’ talk. The chapter demonstrates how the teacher combined her attention to students’ talk, with the goal of making progress on the main topic.作者: 搜尋 時間: 2025-3-26 19:00
Effects of a Research-Based Learning Approach in Teacher Professional Developmentet al., 2006) conducted before and after the course. Based on an instructional video sequence on the topic of geometry, the study assesses the extent to which participants of the PFL mathematics course differ from those of other PFL courses.作者: 不安 時間: 2025-3-27 00:54
Teacher Expertise Explored as Mathematics for Teachingm structures, and further nested in a knowledge of the broader culture of mathematics. In this chapter the MFT model is read against the actions and interactions of a group of mathematics teachers in a professional development session to reciprocally explore the teachers’ encounter with mathematics while explicating the model.作者: Longitude 時間: 2025-3-27 02:04 作者: 馬籠頭 時間: 2025-3-27 07:45
Perceptions of School Mathematics Department Heads on Effective Practices for Learning Mathematicss effective mathematics teaching and learning. The study shows that the department heads value practices which contribute towards conceptual learning and pupil motivation to learn which go beyond achievement in performance tests.作者: 粉筆 時間: 2025-3-27 12:22 作者: DALLY 時間: 2025-3-27 16:43 作者: Ointment 時間: 2025-3-27 19:16
Legal and Ethical Issues in Infant Growthf that teacher’s . (including knowledge), . Hence the study of the development of expertise should focus on the growth and change of teachers’ resources, goals, and orientations. The concluding discussion reflects on these issues and considers some next steps in research the field might undertake.作者: 輕打 時間: 2025-3-28 00:31 作者: 吝嗇性 時間: 2025-3-28 02:52 作者: 落葉劑 時間: 2025-3-28 08:28
nd Western expertise practices.Contributes to an important, .Accumulated research findings in past decades have led to the common knowledge that teachers’ professional knowledge is essential to effective classroom instruction. However, there is still very limited understanding about the nature of te作者: Commonplace 時間: 2025-3-28 10:40 作者: 單獨 時間: 2025-3-28 17:27
Expertise in Mathematics Instruction: Advancing Research and Practice from an International Perspectr the improvement of teacher expertise in mathematics instruction, this book takes a unique approach to present new research from multiple education systems in the East and West. In this introduction chapter, we highlight the background of this book project, three important issues probed in this book, and the book’s content structure and overview.作者: superfluous 時間: 2025-3-28 22:39 作者: arbovirus 時間: 2025-3-28 23:52
Theoretical Perspectives, Methodological Approaches, and Trends in the Study of Expertisefirst focused on exceptional experts, then studies evolved into studying expert performance relative to novices, with emphases on differences in their strategies of searching for a solution, the structure of knowledge, and finally in representation. Then three constructs emphasized in current resear作者: 松緊帶 時間: 2025-3-29 04:43 作者: 浮夸 時間: 2025-3-29 08:34
Coordinating Characterizations of High Quality Mathematics Teaching: Probing the Intersectionefinition of “highly accomplished teaching” of mathematics used by the National Board for Professional Teaching Standards (NBPTS) in the United States, (b) the effective use of cognitively demanding tasks in the mathematics classroom, and (c) the use of innovative pedagogical strategies. We analyzed作者: jumble 時間: 2025-3-29 14:53
Expertise in Swiss Mathematics Instructiontures of instructional practice and quality as core components of classroom behavior that reflect the teacher’s expertise in creating optimal learning opportunities. The didactic triangle is used as the basis for describing the profile of expertise in Swiss mathematics instruction in terms of three 作者: grandiose 時間: 2025-3-29 17:44
Responding to Students: Enabling a Significant Role for Students in the Class Discoursedly by the teacher, directing and shaping the classroom discourse, during different parts of the lesson. The main data source included 21?h of observations in two of this teacher’s classrooms. Analysis of the video-taped lessons showed that almost the entire whole-class work comprised of mathematica作者: 吞下 時間: 2025-3-29 23:27 作者: 小溪 時間: 2025-3-30 02:02
Teacher Expertise Explored as Mathematics for Teachingng. In this chapter teacher’s expertise is articulated as mathematics for teaching (MFT). A model, theorized from complex learning systems, is discussed in this chapter. It posits MFT as multi-layered and nested knowledge involving subjective understanding at the core, enveloped by an understanding 作者: 反復無常 時間: 2025-3-30 05:05 作者: locus-ceruleus 時間: 2025-3-30 11:06
The Japanese Approach to Developing Expertise in Using the Textbook to Teach Mathematicsr learning experience for their students, all teachers should be able to use the textbook to teach mathematics effectively. This means that teaching the textbook is not enough. But what is the knowledge and expertise that Japanese teachers are expected to develop, and when and how do Japanese prospe作者: GRE 時間: 2025-3-30 13:37 作者: 花爭吵 時間: 2025-3-30 19:34 作者: escalate 時間: 2025-3-30 20:53 作者: goodwill 時間: 2025-3-31 03:52
Cross-Nationally Comparative Results on Teachers’ Qualification, Beliefs, and Practicesr expertise involving more than a handful of countries. Drawing on data from the OECD-Teaching and Learning International Survey the present chapter aims at filling this research gap. It compares different aspects of teacher quality – namely mathematics teachers’ qualification, beliefs about the nat
