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Titlebook: Research Trends in Mathematics Teacher Education; Jane-Jane Lo,Keith R. Leatham,Laura R.‘Van Zoest Book 2014 Springer International Publis

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書目名稱Research Trends in Mathematics Teacher Education
編輯Jane-Jane Lo,Keith R. Leatham,Laura R.‘Van Zoest
視頻videohttp://file.papertrans.cn/828/827841/827841.mp4
概述Reports the newest empirical data on teaching mathematics.Results from 2012 PME-NA Annual Conference.Synthesizes information on teacher identity and teacher content knowledge.Includes supplementary ma
叢書名稱Research in Mathematics Education
圖書封面Titlebook: Research Trends in Mathematics Teacher Education; Jane-Jane Lo,Keith R. Leatham,Laura R.‘Van Zoest Book 2014 Springer International Publis
描述.Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching..Research Trends in Mathematics Teacher Education. focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers’ learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to student learning) and illustrate how knowledge can be accessed, assessed, and nurtured over the course of a teaching career. Commentaries provide context for current resear
出版日期Book 2014
關(guān)鍵詞Mathematical Knowledge and Teaching geometry; Mathematical Knowledge for Teaching; Mathematics Teacher
版次1
doihttps://doi.org/10.1007/978-3-319-02562-9
isbn_softcover978-3-319-37969-2
isbn_ebook978-3-319-02562-9Series ISSN 2570-4729 Series E-ISSN 2570-4737
issn_series 2570-4729
copyrightSpringer International Publishing Switzerland 2014
The information of publication is updating

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Research in Mathematics Educationhttp://image.papertrans.cn/r/image/827841.jpg
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A Processes Lens on a Beginning Teacher’s Personal and Classroom Mathematicsmathematics, and (b) Fiona focused on selected features of a product or mathematical object rather than attending to a sufficient set of relevant features. These themes suggest a treatment of mathematics as not entirely connected that limited both Fiona’s own problem solving and her students’ mathematical opportunities.
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Teachers’ Learning Journeys Toward Reasoning and Sense Makingd experiences moving through stages of the change process. This research is timely and relevant to teacher educators working with prospective and practicing high school mathematics teachers. An understanding of teachers’ experiences attempting changes informs the consideration of ways of supporting other teachers in enacting similar changes.
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Transitions in Prospective Mathematics Teacher Noticingmatics of an instance. They also became less prone to make claims about groups of students, less focused on teacher explanations, and more attentive to issues directly related to student understanding. These shifts are discussed, along with initial conjectures about what facilitated them and directions for future research.
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