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Titlebook: Constructing Knowledge for Teaching Secondary Mathematics; Tasks to enhance pro Orit Zaslavsky,Peter Sullivan Book 2011 Springer Science+Bu

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發(fā)表于 2025-3-21 16:45:33 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Constructing Knowledge for Teaching Secondary Mathematics
副標(biāo)題Tasks to enhance pro
編輯Orit Zaslavsky,Peter Sullivan
視頻videohttp://file.papertrans.cn/236/235988/235988.mp4
概述Central to the work of teacher educators.Outlines tasks that Teacher Educators can incorporate into both pre-service and in-service teacher education programs.Significance for practice.Presents practi
叢書名稱Mathematics Teacher Education
圖書封面Titlebook: Constructing Knowledge for Teaching Secondary Mathematics; Tasks to enhance pro Orit Zaslavsky,Peter Sullivan Book 2011 Springer Science+Bu
描述.Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents....This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice)....This edited volume
出版日期Book 2011
關(guān)鍵詞Barriers to Student Learning; Designing and Solving Problems; Inventive Ideas; Student Dispositions; Stu
版次1
doihttps://doi.org/10.1007/978-0-387-09812-8
isbn_softcover978-1-4614-2863-3
isbn_ebook978-0-387-09812-8Series ISSN 1573-5990 Series E-ISSN 2543-0017
issn_series 1573-5990
copyrightSpringer Science+Business Media LLC 2011
The information of publication is updating

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Working Mathematically on Teaching Mathematics: Preparing Graduates to Teach Secondary Mathematicsatics. Prospective teachers are enculturated into ways of thinking about teaching mathematics which persist, by and large, when they are in school. We offer tasks organised to challenge their instant responses, and support the development of habits of probing mathematical meaning as the starting point for thinking about teaching.
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Melissa Keeley,Lisa Benton-Short to examine establishing norms for the discussion of multiple answers to algebra word problems. This chapter comes from the work of the “Thought Experiments in Mathematics Teaching” (ThEMaT) project, which aims at learning about the practice of teaching mathematics. We report data from one group tha
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SpringerBriefs in Molecular Science describe specific tasks that challenge their existing beliefs and practices. These tasks mirror the kinds of task we expect teachers to use with students; they expose existing ways of thinking, produce tension and discussion by observing contrasting practices, and learning is accommodated by reflec
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Studies in Fuzziness and Soft Computingatics. Prospective teachers are enculturated into ways of thinking about teaching mathematics which persist, by and large, when they are in school. We offer tasks organised to challenge their instant responses, and support the development of habits of probing mathematical meaning as the starting poi
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