標題: Titlebook: Views and Beliefs in Mathematics Education; Results of the 19th Carola Bernack-Schüler,Ralf Erens,Andreas Eichler Book 2015 Springer Fachm [打印本頁] 作者: 譴責(zé) 時間: 2025-3-21 18:54
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作者: 的事物 時間: 2025-3-21 21:39 作者: 含糊其辭 時間: 2025-3-22 02:48 作者: Ebct207 時間: 2025-3-22 06:29 作者: 膽小鬼 時間: 2025-3-22 09:25 作者: 肥料 時間: 2025-3-22 14:35 作者: Cabg318 時間: 2025-3-22 20:23
Hanna Palmérently developed to hold their own in the international division of labour, also exchange a relatively small percentage of their national income on the world market, Greece e.g. only 12 per cent. At the same time, medium-sized countries with developed forces of production, as e.g. the German Federal 作者: PALL 時間: 2025-3-22 22:01
P?ivi Portaankorva-Koivistoonomic development among locations, because the entry of MNEs is expected to give birth to various kinds of positive benefits, such as spillover effects, to the location. Therefore, it is crucially important to understand the detailed mechanics of the location of MNE overseas plants.作者: thwart 時間: 2025-3-23 02:42 作者: Kaleidoscope 時間: 2025-3-23 08:00
Ioannis Papadopoulosf the principle of ., with important institutional and legislative implications at national level. On top of this, the special dynamics of the European integration process since the mid-1980s, with the SEA (Single European Act), the TEU (Treaty on European Union) and the recent Amsterdam Treaty have作者: Genetics 時間: 2025-3-23 13:17 作者: 敬禮 時間: 2025-3-23 14:36 作者: 刪除 時間: 2025-3-23 20:28
Carola Bernack-Schüler,Timo Leuders,Lars Holz?pfel作者: 繁重 時間: 2025-3-24 00:23
Boris Girnatcertainty. This will be recognized by economists as a natural extension of the problem facing a producer, consumer, investor (or, for that matter, a government agency) under uncertainty. It is also in the spirit of some modern logicians. Ramsey (1926, 1928) and von Wright (1963) have, in a sense, ex作者: Congestion 時間: 2025-3-24 03:19
Susanna Oksanen,Erkki Pehkonen,Markku S. Hannulae during a period that begins after the marketing date and during which no further exchanges takes place; (2) The . (i.e., the thing whose price is fixed at unity) is neither a consumption nor a production good; (3) At least one individual has positive money stock. Condition (1) defines a ‘static’ o作者: Common-Migraine 時間: 2025-3-24 06:40 作者: APEX 時間: 2025-3-24 12:17 作者: 巨大沒有 時間: 2025-3-24 17:19 作者: Ischemia 時間: 2025-3-24 22:09 作者: Maximize 時間: 2025-3-25 00:00 作者: 描繪 時間: 2025-3-25 06:22
P?ivi Portaankorva-Koivistoing multinational enterprises (MNEs). MNEs have distributed their overseas production plants all over the world and have formed international production/distribution networks. However, the distribution of their overseas affiliates around the world is not necessarily uniform. Only a limited number of作者: 啞劇 時間: 2025-3-25 08:18 作者: palette 時間: 2025-3-25 13:35 作者: 兒童 時間: 2025-3-25 19:08
sation programmes over the past ten to twenty years. Often these programmes are supported by the International Monetary Fund and the World Bank through policy-based loans such as stabilisation and structural adjustment loans. In many other regions of the world, especially in Latin America and sub-Sa作者: 確定 時間: 2025-3-25 21:26
,Changes in Finnish Teachers’ Mathematical Beliefs and an Attempt to Explain Them,nd how they have changed. This paper also presents the most important influential factors on the development of Finnish mathematics teaching within four decades, the years 1970–2010. The main point of the paper is to reveal the recent rapid development of the Finnish school system and society.作者: Intact 時間: 2025-3-26 01:00
,Chilean and Finnish Teachers’ Conceptions on Mathematics Teaching,their pedagogical content knowledge, subject matter knowledge and motivational components. Teachers claim they give more room for pupils‘ ideas and rely on pupils‘ learning in pairs or in groups. Furthermore, they allege that also the weakest pupils seem to be involved with problem solving.作者: HAIL 時間: 2025-3-26 06:35
,We Think so, Me and My Mom – Considering External Participation inside Teacher Training,stics and Patterns of Participation. The first has been used as a methodological tool and the second as an analytical tool. The results show that Evie’s external prior and present participation might have an impact on her process of becoming a primary school mathematics teacher inside teacher education.作者: 里程碑 時間: 2025-3-26 09:51
,Primary School Teachers’ Image of a Mathematics Teacher,cher in Sweden, like in many other countries, teaches many subjects but, at the same time they are the first teachers to teach mathematics to the school children. In the paper it will be shown how the novice primary school teachers’ image of a mathematics teacher prevented them from developing a sense of themselves as mathematics teachers.作者: flutter 時間: 2025-3-26 15:07
,The Use of Technology in Calculus Classrooms – Beliefs of High School Teachers,ese teachers′ beliefs with a particular concern to the teachers′ intended calculus teaching in technology-based secondary mathematics courses and the way teachers actually employ the technological device in teaching and learning of calculus. We conclude the paper by summarising our main findings and making suggestions for further research.作者: hardheaded 時間: 2025-3-26 19:07
Book 2015l factor to explain achievement and performance of students. The 19th MAVI conference added a variety of research perspectives to the international discussions of mathematics related beliefs. The authors of this volume have compiled a rich selection of research results, which may further enhance the discussion of MAVI topics in the future.作者: 吞沒 時間: 2025-3-26 21:39
,Support or Restriction: Swedish Primary School Teachers’ Views on Mathematics Curriculum Reform,e or after the reform in 1994. The differing views can be connected to teachers’ beliefs about teacher professionalism and the relation between teaching, learning and maturing. We discuss our findings also in the light of curriculum development during the last four decades.作者: Morbid 時間: 2025-3-27 01:08
,Teachers’ Beliefs Systems Referring to the Teaching and Learning of Arithmetic,ferring to peripheral beliefs to the same teacher. Finally, we discuss types of belief systems towards teaching arithmetic. We conclude the paper with a brief summary and suggestions for further research.作者: agenda 時間: 2025-3-27 06:53
,Mathematics Student Teachers’ Metaphors for Technology in Teaching Mathematics,hnology in mathematics teaching are ambiguous. The instrumental view of technology was dominating the data. Although the participating student teachers seem mainly to have a positive attitude towards technology, they need adequate opportunities in teacher education to explore the pedagogical and educational use of technology.作者: 我不重要 時間: 2025-3-27 09:37 作者: 放肆的你 時間: 2025-3-27 17:12 作者: 嗎啡 時間: 2025-3-27 20:17
Beliefs and Mathematical Reasoning during Problem Solving across Educational Levels,recisely, as we move from primary grades to college, the students’ ability to employ empirical mathematical reasoning is inclined as they persist to ask for connections with more formal ways of working. Even though the students solved the same task and shared the same beliefs, the negative effects of these beliefs were stronger for older students.作者: 易受刺激 時間: 2025-3-28 01:05 作者: 北極熊 時間: 2025-3-28 03:13 作者: 隼鷹 時間: 2025-3-28 10:06
,Teachers’ Geometrical Paradigms as Central Curricular Beliefs in the Context of Mathematical Worldvo represent a teacher’s argumentative connections between his choice of content, methods, and goals of education. Within these individual curricula, two archetypes are figured out that are supposed to be oppositional in three dimensions: in the use of Geometrical Working Spaces in classroom teaching作者: 改良 時間: 2025-3-28 11:11 作者: 能得到 時間: 2025-3-28 17:34
,Chilean and Finnish Teachers’ Conceptions on Mathematics Teaching,project where they learned about and used open-ended problems to teach mathematics. The data indicates that during the project the teachers increased their pedagogical content knowledge, subject matter knowledge and motivational components. Teachers claim they give more room for pupils‘ ideas and re作者: narcotic 時間: 2025-3-28 21:52
,Preschool Teachers’ Conceptions about Mathematics,he preschool teachers are positive towards mathematics. When describing what mathematics is at preschool level, most teachers lists mathematical products such as mathematical concepts and procedures in arithmetic and geometry.作者: ARK 時間: 2025-3-29 01:53 作者: Somber 時間: 2025-3-29 03:41 作者: 都相信我的話 時間: 2025-3-29 10:57
,Teachers’ Beliefs Systems Referring to the Teaching and Learning of Arithmetic,aching and learning of arithmetic. Firstly, we discuss the theoretical framework of our research and outline the method. Afterwards we discuss findings of our research in three separate sections. We discuss the identification of central beliefs referring to one teacher. Further we derive findings re作者: EXALT 時間: 2025-3-29 15:13
,We Think so, Me and My Mom – Considering External Participation inside Teacher Training, external participation will be illustrated by the case of Evie, a student teacher. Two conceptual frameworks have been used, System Functional Linguistics and Patterns of Participation. The first has been used as a methodological tool and the second as an analytical tool. The results show that Evie作者: 種屬關(guān)系 時間: 2025-3-29 15:50 作者: Synthesize 時間: 2025-3-29 22:54
,The Use of Technology in Calculus Classrooms – Beliefs of High School Teachers,ion to graphing and computer-algebra technology. First the theoretical framework and methodology is outlined. Afterwards the focus lies on studying these teachers′ beliefs with a particular concern to the teachers′ intended calculus teaching in technology-based secondary mathematics courses and the 作者: 寵愛 時間: 2025-3-30 00:07
,Mathematics Student Teachers’ Metaphors for Technology in Teaching Mathematics,. This study sought to investigate mathematics student teachers’ metaphors for technology in teaching mathematics. Based on metaphor theory and two theories of technology, the author analyzed 60 student teachers’ metaphors for technology. The findings reveal that student teachers’ views of using tec作者: 要求比…更好 時間: 2025-3-30 04:08
A Study of Mathematics Teachers Conceptions of Their Own Knowledge of Technological Pedagogical Conlogical Pedagogical Content Knowledge (TPACK) framework. The results indicated that teachers expressed that they had a high level of knowledge in terms of pedagogy and content and the combination of these, but the knowledge level was lower in terms of technology such as software installation or trou作者: 前面 時間: 2025-3-30 10:29
Why Do Experts Pose Problems for Mathematics Competitions?,ation for posing problems for mathematics competitions. Twenty-six experts from nine countries participated in the study. The inductive analysis of the data suggests that experts utilise posing problems for mathematics competitions for fulfilment of their internal needs: an intellectual need for enr作者: 悅耳 時間: 2025-3-30 15:06 作者: accomplishment 時間: 2025-3-30 17:32 作者: GUISE 時間: 2025-3-30 23:22
,Students’ Gazes: New Insights into Student Interactions, of dialogue as scaffolded metacognition (Sfard, 2001). But group interactions are complex socially and affectively charged environments wherein affect cannot be separated out from learning. Roth & Radford (2011) argue that we need to overcome the dualistic approach between the individual’s interior作者: Graduated 時間: 2025-3-31 02:18
Epistemological Judgments in Mathematics: An Interview Study Regarding the Certainty of Mathematicand contextdependence as well as methodological issues regarding the often used questionnaires to measure epistemological beliefs. We claim that it is necessary to distinguish between relatively stable “epistemological beliefs” and situationspecific “epistemological judgments”. In a sequence of inter作者: aerial 時間: 2025-3-31 07:52 作者: 立即 時間: 2025-3-31 12:01 作者: 競選運動 時間: 2025-3-31 13:49 作者: ADORE 時間: 2025-3-31 21:28 作者: RENIN 時間: 2025-4-1 00:42
,Understanding Pre-Service Teachers’ Belief Change during a Problem Solving Course, results show amongst others that new beliefs evolve without the old ones being rejected. This leads to a more or less conscious ambiguity and to a conflict within the belief system. General results are briefly presented by describing a typology of belief change taking into account the whole sample of eight students.作者: 暴行 時間: 2025-4-1 03:48
2193-8164 this volume have compiled a rich selection of research results, which may further enhance the discussion of MAVI topics in the future.978-3-658-09613-7978-3-658-09614-4Series ISSN 2193-8164 Series E-ISSN 2193-8172 作者: 斷斷續(xù)續(xù) 時間: 2025-4-1 06:42 作者: 騎師 時間: 2025-4-1 10:19
Carola Bernack-Schüler,Ralf Erens,Andreas EichlerNew articles in the field of mathematics education.Includes supplementary material: 作者: Mammal 時間: 2025-4-1 18:19
978-3-658-09613-7Springer Fachmedien Wiesbaden 2015作者: 被告 時間: 2025-4-1 20:58
Views and Beliefs in Mathematics Education978-3-658-09614-4Series ISSN 2193-8164 Series E-ISSN 2193-8172
