標(biāo)題: Titlebook: Making Sense of Mathematics Teacher Education; Fou-Lai Lin,Thomas J. Cooney Book 2001 Springer Science+Business Media New York 2001 commun [打印本頁] 作者: Localized 時間: 2025-3-21 16:42
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作者: stress-response 時間: 2025-3-22 00:00 作者: 混合物 時間: 2025-3-22 02:34 作者: fledged 時間: 2025-3-22 06:34 作者: Biofeedback 時間: 2025-3-22 11:41 作者: 過于平凡 時間: 2025-3-22 15:57
Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Developmentents with a caring environment in which to learn mathematics in an efficient manner. But reform teaching, rooted in Dewey’s notion of education in a democratic society, is predicated on processes that evoke reasoning and problem-solving not just efficiency of providing information. The education of 作者: Charade 時間: 2025-3-22 17:56 作者: 報復(fù) 時間: 2025-3-23 01:17 作者: 賭博 時間: 2025-3-23 01:26 作者: 成份 時間: 2025-3-23 07:19
The Use of New Technologies as a Vehicle for Restructuring Teachers’ Mathematicsefs about mathematics but also act as a catalyst for teachers to restructure their mathematics. The chapter describes the evolution of experiences of a team of teachers involved in a project of writing teaching sequences based on the use of the software Cabri-geometry. It attempts to analyse how the作者: Platelet 時間: 2025-3-23 10:46
Digitizing Real Teaching Practice for Teacher Education Programmes: The Mile Approachs will be placed on describing the possibilities that are available to teacher education students, the underlying theoretical orientation, and the perspective of finding a promising approach to some all too familiar problems in teacher education. The technology involved will not be discussed. The il作者: BRIBE 時間: 2025-3-23 14:38
Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makersons. Among other things, such teaching requires teachers to talk less but to make more decisions. The acknowledgment of this complexity and the centrality of active decision making have implications for teacher education and teacher development, and for the strategies and resources used.作者: Analogy 時間: 2025-3-23 21:53 作者: LAVE 時間: 2025-3-24 01:43
An Approach for Supporting Teachers’ Learning in Social Contextaching community. As will become apparent, our goal is to help teachers develop instructional practices in which they induct their students into the ways of reasoning of the discipline by building systematically on their current mathematical activity. We develop the rationale for the approach we pro作者: saturated-fat 時間: 2025-3-24 04:47
Educating Student Teachers about Values in Mathematics Educationch into affective issues and it seems from current research that they are only addressed in implicit ways in the mathematics classroom. This chapter offers an analysis of values in mathematics teaching and develops some frameworks for creating values-related activities with student teachers. It base作者: 會犯錯誤 時間: 2025-3-24 08:35
Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Tea order to examine the assumption raised in Bishop’s chapter that the more teachers understand about their own value positions the better teachers they will be. Studying values from two aspects, referred to as social identity and valuing, we explore two mathematics teachers’ pedagogical values and th作者: CLIFF 時間: 2025-3-24 14:20 作者: MURKY 時間: 2025-3-24 18:11
Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learnerstnerships to improve the learning of mathematics in school classrooms. From a recognition of the complexities involved, in theory and in practice, the need for and nature of a co-learning partnership is discussed. Reference is made to a particular example in which mathematics teachers and educators 作者: Implicit 時間: 2025-3-24 22:51 作者: 嘮叨 時間: 2025-3-24 23:22
Teachers’ Growth is More Than the Growth of Individual Teachers: The Case of Giselant stakeholders such as department heads, principals, superintendents, teacher educators, parents, and students. Moreover, teacher education cannot be confined to an approach that regards only the individual as the learner, but must as well include groups of teachers, whole schools, and even the who作者: 撕裂皮肉 時間: 2025-3-25 03:54
Book 2001mples thus enhancing the book‘s readability for international readers. BACKGROUND OF THE BOOK The book was inspired by the obvious need to address issues in mathematics teacher education. In particular, the following mission statement for the newly established Journal of Mathematics Teacher Educatio作者: 追蹤 時間: 2025-3-25 11:04 作者: 是比賽 時間: 2025-3-25 13:19
A Review of Research Perspectives on Mathematics Teacher Education of the implicit assumptions about the process of teacher learning. I propose that social theories of teacher learning that draw on notions of developing identities are more relevant and fruitful for these domains of educational research.作者: 反復(fù)無常 時間: 2025-3-25 19:45 作者: 無節(jié)奏 時間: 2025-3-25 21:02 作者: triptans 時間: 2025-3-26 03:25
Investigating Mathematics and Learning to Teach Mathematicswledge. I conclude with examples of work, done by preservice and inservice teachers and by teams of teachers and researchers focusing on pupils’ investigative work in mathematics classes, that illustrate the educational value of this activity and discuss the roles of the teacher.作者: 吸引人的花招 時間: 2025-3-26 04:28 作者: Creatinine-Test 時間: 2025-3-26 11:55 作者: PANT 時間: 2025-3-26 13:57
Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learnerscomplementary roles, relationships, and learning outcomes of the various participants. From these illustrative examples, some general principles for co-learning partnerships are suggested and issues raised, followed by questions and areas for further research.作者: Console 時間: 2025-3-26 20:49 作者: 黑豹 時間: 2025-3-26 21:47
The Use of New Technologies as a Vehicle for Restructuring Teachers’ Mathematicsa team of teachers involved in a project of writing teaching sequences based on the use of the software Cabri-geometry. It attempts to analyse how the role of technology in the tasks evolved and to reveal the various sources of difficulties that teachers encountered relative to their beliefs and conceptions about mathematics and its teaching.作者: 不再流行 時間: 2025-3-27 01:32
Educating Student Teachers about Values in Mathematics Educationffers an analysis of values in mathematics teaching and develops some frameworks for creating values-related activities with student teachers. It bases these ideas on a current research project based in Australia.作者: 禁止,切斷 時間: 2025-3-27 07:05 作者: Culmination 時間: 2025-3-27 09:36 作者: CAGE 時間: 2025-3-27 15:28
6樓作者: 充滿人 時間: 2025-3-27 18:31
7樓作者: Impugn 時間: 2025-3-28 01:09
7樓作者: 客觀 時間: 2025-3-28 02:06
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7樓作者: aesthetic 時間: 2025-3-28 12:55
8樓作者: 冒煙 時間: 2025-3-28 15:56
8樓作者: Flatter 時間: 2025-3-28 19:31
8樓作者: pessimism 時間: 2025-3-29 01:27
8樓作者: 陳腐思想 時間: 2025-3-29 03:51
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9樓作者: 一大塊 時間: 2025-3-29 17:24
9樓作者: pester 時間: 2025-3-29 23:24
10樓作者: Prologue 時間: 2025-3-30 00:24
10樓作者: MURKY 時間: 2025-3-30 04:17
10樓作者: Dealing 時間: 2025-3-30 11:34
10樓
