標題: Titlebook: Exploring the Mathematical Education of Teachers Using TEDS-M Data; Maria Teresa Tatto,Michael C. Rodriguez,Kiril Bank Book 2018 Springer [打印本頁] 作者: Insularity 時間: 2025-3-21 18:26
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作者: acrobat 時間: 2025-3-21 23:50 作者: Evocative 時間: 2025-3-22 00:38
Preparing High Quality Mathematics Primary Teachers: Exploring Program Strategies and Standards in tding the United States, Russia, Poland, and Chinese Taipei. Our findings show that program selectivity is the most important strategy related to program outcomes in the Russian and U.S. programs. In addition to entry and exit criteria regulations, standards regulating opportunities to learn while in作者: Countermand 時間: 2025-3-22 07:00 作者: SOB 時間: 2025-3-22 11:28
Introduction: Exploring Future Teacher Characteristics, Knowledge, Beliefs and Opportunities to Learand highest level of mathematics reached before teacher education. The assessments measured future teachers’ abilities to demonstrate key learning outcomes of teacher education programs, including their knowledge (mathematical content knowledge and mathematical pedagogical content knowledge) and bel作者: Flustered 時間: 2025-3-22 16:24
The Mathematical Education of Primary Teachersowledge and dispositions toward teaching and learning mathematics. Results support teacher education policies directed at (a) raising the level of subject knowledge required for program selection and graduation and (b) increasing the level of complexity and cognitive demand of the opportunities to l作者: Flustered 時間: 2025-3-22 18:23 作者: HAIRY 時間: 2025-3-23 01:09 作者: 大喘氣 時間: 2025-3-23 03:39 作者: custody 時間: 2025-3-23 08:18 作者: incisive 時間: 2025-3-23 11:55 作者: Confess 時間: 2025-3-23 14:16 作者: 減少 時間: 2025-3-23 19:36
Exploring the Mathematical Education of Teachers Using TEDS-M Data978-3-319-92144-0作者: 執(zhí) 時間: 2025-3-24 00:58 作者: 罐里有戒指 時間: 2025-3-24 02:43 作者: BLANK 時間: 2025-3-24 08:16
Karin Messer-Misak,Christian Laggerding the United States, Russia, Poland, and Chinese Taipei. Our findings show that program selectivity is the most important strategy related to program outcomes in the Russian and U.S. programs. In addition to entry and exit criteria regulations, standards regulating opportunities to learn while in作者: 不怕任性 時間: 2025-3-24 11:53
Xavier Ferre,Natalia Juristo,Ana M. Morenoo learn in the areas of mathematics pedagogy, general pedagogy, and field experiences provided by their teacher preparation programs. In addition, program coherence, mathematical content knowledge, and mathematical pedagogical knowledge also moderate the magnitude of differences in beliefs between f作者: 核心 時間: 2025-3-24 17:11 作者: 使腐爛 時間: 2025-3-24 22:21
Rajiv Khosla,Ernesto Damiani,William Groskyowledge and dispositions toward teaching and learning mathematics. Results support teacher education policies directed at (a) raising the level of subject knowledge required for program selection and graduation and (b) increasing the level of complexity and cognitive demand of the opportunities to l作者: Pander 時間: 2025-3-25 00:12 作者: 出沒 時間: 2025-3-25 06:06
Joseph Thachil George,Meghna Joseph Georgeparticular, the OTL how to (a) make distinctions between procedural and conceptual knowledge and (b) show why a procedure works, were significantly related to PSTs’ knowledge for teaching mathematics between programs in the United States and Russia, respectively. The OTL how to show why procedures w作者: 感激小女 時間: 2025-3-25 07:43 作者: cumber 時間: 2025-3-25 11:49
Human-Computer Interface Designles and graphical illustrations. Instruments to capture the demographic and outcome variables of interest in TEDS-M did not exist, much less for use internationally, so TEDS-M researchers had to create, validate, and interpret appropriate measurements for the target populations. Importantly, the TED作者: 進步 時間: 2025-3-25 17:27
sentative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs.? The study addresses the central import978-3-030-06372-6978-3-319-92144-0作者: degradation 時間: 2025-3-25 22:59
Book 2018re teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international setti作者: 中古 時間: 2025-3-26 03:43 作者: GEAR 時間: 2025-3-26 04:59
Personalization in the Digital Eraematics content knowledge and mathematics pedagogical content knowledge. The study found evidence that primary candidates’ knowledge seems to be affected by the content of mathematics courses taken and by the number of topics addressed and their OTL in mathematics methods courses.作者: 膠狀 時間: 2025-3-26 09:36 作者: 冷漠 時間: 2025-3-26 13:29
The Intended, Implemented, and Achieved Curriculum of Mathematics Teacher Education in the United Stuture teachers’ knowledge at graduation (as indicators of the achieved curriculum)..We discuss the implications of our findings for the study of the teacher education curriculum in an era of increased accountability.作者: 溝通 時間: 2025-3-26 18:19
How Primary Future Teachers’ Knowledge Is Shaped by Teacher Preparationematics content knowledge and mathematics pedagogical content knowledge. The study found evidence that primary candidates’ knowledge seems to be affected by the content of mathematics courses taken and by the number of topics addressed and their OTL in mathematics methods courses.作者: 前奏曲 時間: 2025-3-27 00:35 作者: 隱藏 時間: 2025-3-27 02:42 作者: Infelicity 時間: 2025-3-27 09:08
Human-Centered Software Engineeringeach diverse students in the United States, Chinese Taipei,?Philippines, and Thailand. Results indicate some diversity among future teachers and alignment between program goals and teacher-reported opportunities to learn to teach diverse students.作者: 剛開始 時間: 2025-3-27 10:41
Studies in Computational Intelligenceers do not consistently show the same results across all countries, with some showing higher and other showing lower levels of mathematical knowledge for teaching. These results suggest that teachers who are better prepared for the mathematical aspects of teaching tend to be less prepared for addressing the needs of diverse learners.作者: 過時 時間: 2025-3-27 13:46
Human-Computer Interactions in Museums from diverse backgrounds have lower levels of mathematical knowledge for teaching. These results suggest that teachers with tools for addressing the learning needs of students from diverse backgrounds may lack adequate mathematical preparation.作者: 細微差別 時間: 2025-3-27 20:01 作者: 間諜活動 時間: 2025-3-27 22:36 作者: 不持續(xù)就爆 時間: 2025-3-28 02:06
An International Study of the Relationship Between Learning to Teach Students from Diverse Backgroun from diverse backgrounds have lower levels of mathematical knowledge for teaching. These results suggest that teachers with tools for addressing the learning needs of students from diverse backgrounds may lack adequate mathematical preparation.作者: coltish 時間: 2025-3-28 07:52 作者: Sarcoma 時間: 2025-3-28 12:58 作者: 殘忍 時間: 2025-3-28 14:48 作者: 沙文主義 時間: 2025-3-28 20:36 作者: Incumbent 時間: 2025-3-28 23:52
Human-Centered Software Engineeringerefore, many national and state governments have implemented policies to recruit and prepare a more diverse group of teachers. However, little research has explored programs that prepare future primary mathematics teachers from marginalized populations in less developed or non-Western countries. Th作者: cortex 時間: 2025-3-29 05:35 作者: BYRE 時間: 2025-3-29 10:30 作者: Alveoli 時間: 2025-3-29 13:54
Rajiv Khosla,Ernesto Damiani,William Groskyledge attained by prospective primary teachers at the end of their formal preparation and before they begin to teach. The study used survey methods to collect data from nationally representative samples of pre-service university-based teacher education programs and their future teachers in Botswana,作者: 斷斷續(xù)續(xù) 時間: 2025-3-29 15:45 作者: Adherent 時間: 2025-3-29 19:49
https://doi.org/10.1007/978-3-642-39307-5TL) how to teach mathematics. We applied latent class analysis techniques to differentiate among groups of prospective mathematics specialists with potentially different OTL mathematics pedagogy within the United States and Singapore. Within the United States, three subgroups were identified: (a) .,作者: 有惡意 時間: 2025-3-30 02:21
Studies in Computational Intelligence modeling is used to investigate the relationship between opportunities to learn to teach students from diverse backgrounds during teacher preparation and teachers’ mathematical knowledge for teaching using the TEDS-M international dataset. In general, primary mathematics specialist teachers with mo作者: neoplasm 時間: 2025-3-30 07:42 作者: Dendritic-Cells 時間: 2025-3-30 10:08 作者: discord 時間: 2025-3-30 15:19 作者: 波動 時間: 2025-3-30 19:48 作者: 充足 時間: 2025-3-30 23:00
Human-Computer Interface Designion and Development Study in Mathematics (TEDS-M), a cross-national study of teacher education programs that prepare future primary and secondary mathematics teachers. The TEDS-M Technical Report (Tatto MT, The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, practice, and re作者: humectant 時間: 2025-3-31 01:28
978-3-030-06372-6Springer International Publishing AG, part of Springer Nature 2018作者: Adrenaline 時間: 2025-3-31 07:47 作者: Pulmonary-Veins 時間: 2025-3-31 10:55 作者: 大喘氣 時間: 2025-3-31 13:59 作者: 時代錯誤 時間: 2025-3-31 19:17
Introduction: Exploring the Mathematical Education of Teachers Using TEDS-M Data,teachers learn to teach? How do local and national policy environments contribute to teacher education outcomes? This chapter introduces the book to readers and invites them to explore these questions across a large number of settings. The chapter illustrates why investigating the impact of pre-serv
