標(biāo)題: Titlebook: Mathematics Teachers Engaging with Representations of Practice; A Dynamically Evolvi Orly Buchbinder,Sebastian Kuntze Book 2018 Springer In [打印本頁(yè)] 作者: Jackson 時(shí)間: 2025-3-21 17:54
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice影響因子(影響力)
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice被引頻次
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice被引頻次學(xué)科排名
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice年度引用
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice年度引用學(xué)科排名
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice讀者反饋
書(shū)目名稱(chēng)Mathematics Teachers Engaging with Representations of Practice讀者反饋學(xué)科排名
作者: 頭盔 時(shí)間: 2025-3-21 23:31 作者: 偏離 時(shí)間: 2025-3-22 00:49
Karen Koellner,Nanette Seago,Jennifer Jacobsr programs. We therefore investigate a second (and more natural) translation that does not require the translated programs to be ., but requires the use of a suitable NF strategy. The class of normal programs originating from this translation is itself interesting. Every program in this class has a 作者: 制造 時(shí)間: 2025-3-22 06:14
Jessica Hoth,Gabriele Kaiser,Martina D?hrmann,Johannes K?nig,Sigrid Bl?meker programs. We therefore investigate a second (and more natural) translation that does not require the translated programs to be ., but requires the use of a suitable NF strategy. The class of normal programs originating from this translation is itself interesting. Every program in this class has a 作者: resistant 時(shí)間: 2025-3-22 10:01
Sebastian Kuntze first formalize the concepts of consistent and non-refutable sets of arguments (or of hypotheses). In general several such sets may exist. So, and in order to define a unique semantics, given by a single set of additional assumptions, we introduce an additional non-refutability of arguments criteri作者: 比目魚(yú) 時(shí)間: 2025-3-22 15:59 作者: vasculitis 時(shí)間: 2025-3-22 17:03 作者: atrophy 時(shí)間: 2025-3-22 23:11 作者: LURE 時(shí)間: 2025-3-23 04:57
Orly Buchbinder,Alice Cookc (a refinement of Moore‘s autoepistemic logic), in which revision of both the speaker‘s and hearer‘s attitudes can be adequately described. As a collateral benefit, efficient automatic reasoning methods for the formalism exist. The theory has been implemented and is now being employed by an utteran作者: 失敗主義者 時(shí)間: 2025-3-23 09:01 作者: watertight, 時(shí)間: 2025-3-23 11:28
Daniel Chazanmiting the system‘s expressive power; and by restricting our attention to systems of Acyclic Horn Defaults. These acyclic theories can encode inheritance hierarchies of the form examined by Touretzky, but are strictly more general..This analysis suggests several directions for future research: findi作者: indubitable 時(shí)間: 2025-3-23 16:53
c (a refinement of Moore‘s autoepistemic logic), in which revision of both the speaker‘s and hearer‘s attitudes can be adequately described. As a collateral benefit, efficient automatic reasoning methods for the formalism exist. The theory has been implemented and is now being employed by an utteran作者: 武器 時(shí)間: 2025-3-23 21:52
,Representations of Practice in Teacher Education and Research—Spotlights on Different Approaches,rofessional development, and when investigating aspects of teacher expertise. This volume amalgamates contributions by the members of the discussion group on representations of practice, which took place during ICME 13. The discussion group sought to collect experiences with different forms of repre作者: llibretto 時(shí)間: 2025-3-24 00:34 作者: Vasoconstrictor 時(shí)間: 2025-3-24 05:59
,A Situated Approach to Assess Teachers’ Professional Competencies Using Classroom Videos,r to analyze how videos can help to investigate aspects of teachers’ expertise, the data from 131 primary mathematics teachers who participated in the TEDS-Follow-Up study were evaluated. The teachers answered questions referring to scripted video-clips describing classroom situations. The questions作者: Inculcate 時(shí)間: 2025-3-24 08:39
Representations of Practice in a Video-Based In-Service Teacher Professional Development Project anr, video offers a variety of possibilities of representing classrooms and the framing of classroom videos in contexts of both professional development and its evaluation plays a decisive role. To find out more about the role of video representations of practice, there is a need to analyze learning o作者: 真實(shí)的人 時(shí)間: 2025-3-24 11:33 作者: 不可思議 時(shí)間: 2025-3-24 15:45
Simulations as a Tool for Practicing Questioning,actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a par作者: RAFF 時(shí)間: 2025-3-24 19:26
Competence Assessment with Representations of Practice in Text, Comic and Video Format,resentation formats in the design of test instruments has been investigated only scarcely so far. Consequently, the study presented in this chapter addresses the question whether N?=?162 pre-service teachers’ analyzing of six classroom situations is related to the format those situations are represe作者: 擦試不掉 時(shí)間: 2025-3-25 01:21
Examining the Mathematical Knowledge for Teaching of Proving in Scenarios Written by Pre-service Tenteractions, produced by pre-service teachers (PSTs) of mathematics. A group of 27 elementary and middle school PSTs completed an online interactive module, intended to trigger reflection on, and crystallization of their knowledge of the roles of examples in proving. To ground these processes in the作者: atopic 時(shí)間: 2025-3-25 05:21
Considering What We Want to Represent,hether through written cases, video clips of actual practice, or a range of designed representations (like storyboards or animations with cartoon characters, e.g., Chazan and Herbst in Teachers Coll Rec 114(3):1–34, .). This reflection on the contributions to this monograph suggests that as mathemat作者: 遭受 時(shí)間: 2025-3-25 09:53
Karen Koellner,Nanette Seago,Jennifer Jacobsssing aggregation via negation as failure (NF). We study this problem in the framework of partial-order clauses introduced in [JOM95]. We show a translation of partial-order programs to normal programs that is very natural: Any . partial-order program P becomes a . normal program transl(P) such that作者: Injunction 時(shí)間: 2025-3-25 12:38 作者: CHAR 時(shí)間: 2025-3-25 19:06 作者: 脾氣暴躁的人 時(shí)間: 2025-3-25 20:53
Libu?e Samkováed semantics for normal programs. Based on considerations about how disjunctive information is treated by a given semantics, we divide the computation of that semantics into two phases. The first one is a program transformation phase, which applies axiom schemata expressing how derivations involving作者: 愉快么 時(shí)間: 2025-3-26 01:48 作者: Flu表流動(dòng) 時(shí)間: 2025-3-26 07:48
Marita Friesen,Sebastian Kuntzeons give rise to the multiple extension problem. Here we consider nonmonotonic reasoning in temporal domains from the perspective of the Theorist hypothetical reasoning framework. We show how this framework can be applied to temporal reasoning in a simple and intuitive way to solve many of the probl作者: AND 時(shí)間: 2025-3-26 10:49
Orly Buchbinder,Alice Cookents. This process of attitude revision is an interesting domain for the application of nonmonotonic reasoning because speech acts have a conventional aspect that is readily represented by defaults, but that interacts with an agent‘s beliefs and intentions in many complex ways that may override the 作者: forager 時(shí)間: 2025-3-26 15:45
Rina Zazkisents. This process of attitude revision is an interesting domain for the application of nonmonotonic reasoning because speech acts have a conventional aspect that is readily represented by defaults, but that interacts with an agent‘s beliefs and intentions in many complex ways that may override the 作者: bronchodilator 時(shí)間: 2025-3-26 16:49 作者: 準(zhǔn)則 時(shí)間: 2025-3-26 21:02
ents. This process of attitude revision is an interesting domain for the application of nonmonotonic reasoning because speech acts have a conventional aspect that is readily represented by defaults, but that interacts with an agent‘s beliefs and intentions in many complex ways that may override the 作者: jungle 時(shí)間: 2025-3-27 02:59 作者: Infinitesimal 時(shí)間: 2025-3-27 06:50 作者: abduction 時(shí)間: 2025-3-27 10:07 作者: aristocracy 時(shí)間: 2025-3-27 16:06 作者: 泛濫 時(shí)間: 2025-3-27 20:21 作者: 藕床生厭倦 時(shí)間: 2025-3-28 00:25 作者: Cupping 時(shí)間: 2025-3-28 04:02
Concept Cartoons as a Representation of Practice,e for investigating pedagogical content knowledge, and the main study analyzes displays of pedagogical content knowledge revealed in data collected from pre-service primary school teachers before their entering the course on didactics of mathematics. The results confirmed that Concept Cartoons were suitable for the studied purpose.作者: 讓你明白 時(shí)間: 2025-3-28 08:57
Simulations as a Tool for Practicing Questioning,ticular example of student thinking. We share how their evaluations of their choices shifted within experiences at certain points, and their criteria for “good” questions began to evolve. We end with implications for how simulations can promote critical reflection on teaching practice.作者: 憤世嫉俗者 時(shí)間: 2025-3-28 11:56
2520-8322 es and the advantages of representations of practice.Details.This book presents innovative approaches and state-of-the-art empirical studies on mathematics teacher learning. It highlights the advantages and challenges of such tools as classroom videos, concept cartoons, simulations, and scenarios. T作者: 不出名 時(shí)間: 2025-3-28 14:46
Considering What We Want to Represent,acters, e.g., Chazan and Herbst in Teachers Coll Rec 114(3):1–34, .). This reflection on the contributions to this monograph suggests that as mathematics educators continue to grapple with what representations of teaching are and might be, we give greater attention to the objects to which these representations, as signs, refer.作者: ADORN 時(shí)間: 2025-3-28 19:32
Book 2018ice. The book examines the nature of these challenges and provides suggestions for solving them. It offers a variety of different approaches that can help educators to develop professional learning activities for prospective and in-service teachers...作者: 煤渣 時(shí)間: 2025-3-29 00:15 作者: 令人心醉 時(shí)間: 2025-3-29 05:01
,A Situated Approach to Assess Teachers’ Professional Competencies Using Classroom Videos,ied using the given information. In addition, it is pointed out that teachers with high professional knowledge notice possible reasons for a student’s error more accurately, while teachers with low professional knowledge focus on aspects that are not directly connected to the student’s learning.作者: 固執(zhí)點(diǎn)好 時(shí)間: 2025-3-29 09:19
