找回密碼
 To register

QQ登錄

只需一步,快速開(kāi)始

掃一掃,訪問(wèn)微社區(qū)

打印 上一主題 下一主題

Titlebook: Research Studies on Learning and Teaching of Mathematics; Dedicated to Edward Jinfa Cai,Gabriel J. Stylianides,Patricia Ann Kenn Book 2023

[復(fù)制鏈接]
21#
發(fā)表于 2025-3-25 05:05:45 | 只看該作者
Professional Learning Tasks Through Job-Embedded Teacher Professional Development,s) that can be designed to prompt teachers to consider the challenging aspects of instructional situations and consider solutions to pedagogical dilemmas and explore pedagogical possibilities. In this chapter, we build on Ed Silver’s idea of how PLTs can “bridge” teachers’ lived experiences in their
22#
發(fā)表于 2025-3-25 10:41:53 | 只看該作者
To What Extent Are Open Problems Open? Interplay Between Problem Context and Structure,Observation of the distinction between open-end and open-start problems leads us to draw a distinction between Multiple Solution Strategies Tasks (MSTs) and Multiple Solution Outcomes Tasks (MOTs). Whereas MSTs are inherently open, MOTs are not necessarily open ended. Their openness depends on the f
23#
發(fā)表于 2025-3-25 13:51:36 | 只看該作者
The Researcher and the Practitioner: Stories About Establishing Pipelines, Building Bridges, and Cr studies under the tutelage of Dr. Edward A. Silver. Her “stories” (as she calls them) involved how she as a practitioner learned to navigate in the world of the researcher. Examples are from her doctoral class assignments, her interactions with mathematics education researchers, her dissertation st
24#
發(fā)表于 2025-3-25 18:05:40 | 只看該作者
25#
發(fā)表于 2025-3-25 20:52:31 | 只看該作者
,From Mathematical Tasks to Research–Practice Partnerships: A Look at Edward Silver’s Influence on Oever, most professional development efforts are sporadic and unsustained, ending long before shifts in teacher practice take root. Moreover, limited resources and school- and district-level infrastructures that are not optimally designed to support instructional improvement can constrain professiona
26#
發(fā)表于 2025-3-26 02:07:42 | 只看該作者
27#
發(fā)表于 2025-3-26 05:39:16 | 只看該作者
28#
發(fā)表于 2025-3-26 11:54:56 | 只看該作者
29#
發(fā)表于 2025-3-26 13:22:11 | 只看該作者
30#
發(fā)表于 2025-3-26 18:44:49 | 只看該作者
,A Critical Discursive Framework for Analyzing the Views About Mathematics Being Promoted by?Mathemaungary, 1988) identified three views about mathematics that emerged from empirical studies exploring the mathematical beliefs held by teachers: the ., the ., and the .. Teachers’ views about mathematics are developed over time and are influenced by a range of factors. An important influence comes fr
 關(guān)于派博傳思  派博傳思旗下網(wǎng)站  友情鏈接
派博傳思介紹 公司地理位置 論文服務(wù)流程 影響因子官網(wǎng) 吾愛(ài)論文網(wǎng) 大講堂 北京大學(xué) Oxford Uni. Harvard Uni.
發(fā)展歷史沿革 期刊點(diǎn)評(píng) 投稿經(jīng)驗(yàn)總結(jié) SCIENCEGARD IMPACTFACTOR 派博系數(shù) 清華大學(xué) Yale Uni. Stanford Uni.
QQ|Archiver|手機(jī)版|小黑屋| 派博傳思國(guó)際 ( 京公網(wǎng)安備110108008328) GMT+8, 2025-10-14 15:47
Copyright © 2001-2015 派博傳思   京公網(wǎng)安備110108008328 版權(quán)所有 All rights reserved
快速回復(fù) 返回頂部 返回列表
鸡东县| 蒙自县| 高平市| 嘉禾县| 山东省| 鲁甸县| 丹寨县| 宝鸡市| 永吉县| 定西市| 德兴市| 威宁| 尉犁县| 舞钢市| 铁岭市| 西丰县| 蕉岭县| 布尔津县| 富锦市| 巩留县| 略阳县| 大方县| 洛南县| 余庆县| 阿拉善右旗| 尚义县| 建昌县| 临泉县| 丽水市| 长宁县| 兴安县| 务川| 永嘉县| 襄樊市| 建昌县| 高陵县| 旺苍县| 长沙县| 科技| 丹东市| 华安县|