Titlebook: Making Sense of Mathematics Teacher Education; Fou-Lai Lin,Thomas J. Cooney Book 2001 Springer Science+Business Media New York 2001 commun

Platelet

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

BRIBE

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.

Analogy

LAVE

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

saturated-fat

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

會(huì)犯錯(cuò)誤

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

CLIFF

MURKY

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

Implicit

嘮叨

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