標題: Titlebook: Students‘ and Teachers‘ Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms; Selected Papers from Hanna Palmér,Jeppe Skott Bo [打印本頁] 作者: Encounter 時間: 2025-3-21 18:38
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作者: 不適當 時間: 2025-3-21 23:58 作者: Femish 時間: 2025-3-22 02:05
https://doi.org/10.1007/978-3-319-70244-5MAVI Conference; Beliefs; Attitudes; Didactical practices; Affective variables; PISA assessment framework作者: 茁壯成長 時間: 2025-3-22 07:51 作者: Hallmark 時間: 2025-3-22 09:46 作者: 法官 時間: 2025-3-22 15:46
nd proof.The impact of assessment on students’ experiences of mathematics.......Through its thematic connections to teacher education, professional development, assessment, entrepreneurial competences, and reas978-3-319-88909-2978-3-319-70244-5作者: Benign 時間: 2025-3-22 18:41
Dorte Moesk?r Larsen,Camilla Hellsten ?stergaard,Jeppe Skott作者: Fibroid 時間: 2025-3-23 00:16
Pessia Tsamir,Dina Tirosh,Esther Levenson,Ruthi Barkai作者: FLAIL 時間: 2025-3-23 02:25
Students‘ and Teachers‘ Values, Attitudes, Feelings and Beliefs in Mathematics ClassroomsSelected Papers from作者: 違法事實 時間: 2025-3-23 09:24 作者: 符合規(guī)定 時間: 2025-3-23 13:00 作者: outrage 時間: 2025-3-23 16:15
Relationship Between Proxies for Learning and Mathematically Related Beliefs,on the surface, seem to be conducive to learning but in reality stand in place of learning. In this paper I explore teachers’ beliefs of such behaviour, called proxies for learning, and compare them to teachers’ beliefs of what it means to teach and learn mathematics. Results indicate that if teache作者: extrovert 時間: 2025-3-23 19:49
Teaching for Entrepreneurial and Mathematical Competences: Teachers Stepping Out of Their Comfort Ztences in Swedish primary schools. The focus in this paper, however, is not on the wholeness of this study but on changes in the teacher role when entrepreneurial and mathematical competences are to be combined in teaching?– as expressed by the teachers themselves. Two of these expressed changes are作者: appall 時間: 2025-3-23 22:40 作者: accessory 時間: 2025-3-24 04:26
,University Teaching Assistants’ Metaphors About Teachers’ Role,what kind of metaphors university teaching assistants (TAs) at the Department of Mathematics and Statistics in the University of Helsinki, Finland, use for teacher’s role. As a first phase of a longitudinal study, we analysed 35 TAs’ metaphors using Beijaard, Verloop and Vermunt’s (Teach Teach Educ 作者: Supplement 時間: 2025-3-24 06:43
,Prospective Teachers’ Conceptions of the Concepts Mean, Median and Mode,onses to a questionnaire. The results identified prospective teachers to express procedural knowledge rather than conceptual knowledge. Their descriptions resonate with definitions of the averages, with very few comments on how to teach average and statistical literacy. The results of this research 作者: 字形刻痕 時間: 2025-3-24 14:38
,Prospective Teachers’ Approach to Reasoning and Proof: Affective and Cognitive Issues, a pilot to an intervention study that seeks to alleviate these problems for prospective primary and lower secondary teachers in Denmark. The study introduces R&P in contexts that are “sufficiently close” to both academic mathematics and to instruction in school. The pilot asks, if this is a feasibl作者: 騷擾 時間: 2025-3-24 16:30 作者: Gleason-score 時間: 2025-3-24 19:01 作者: 大漩渦 時間: 2025-3-25 00:48 作者: 熱心助人 時間: 2025-3-25 04:13 作者: indifferent 時間: 2025-3-25 10:50 作者: Implicit 時間: 2025-3-25 13:36 作者: resilience 時間: 2025-3-25 17:52 作者: conformity 時間: 2025-3-25 21:41
,Prospective Teachers’ Approach to Reasoning and Proof: Affective and Cognitive Issues,t many feel strongly about R&P, one way or another, but also that they have considerable problems with these processes to some extent irrespectively of their affective commitment. The results of the pilot confirm our approach for the main study.作者: Fester 時間: 2025-3-26 03:00
The PISA Mathematics Self-Efficacy Scale: Questions of Dimensionality and a Latent Class Concerninge latent classes observable within the response patterns to the items, enabling to identify a latent class of “self-proclaimed algebra experts” with interesting connections to other scales measuring beliefs on mathematics.作者: Gratulate 時間: 2025-3-26 06:48
,The Influence of Assessment on Students’ Experiences of Mathematics,edback to support them. On the whole, assessment primarily influences either how they write solutions to tasks, but not exactly how they solve them, or else how they feel about themselves as low performers in mathematics.作者: 隨意 時間: 2025-3-26 08:48
,Gjennomgang and Genomg?ng: Same or Different?,rough”: instructive “going throughs” whereby teachers model new procedures and problem-solving “going throughs”, in which teachers demonstrate solutions to problems that students had previously found difficult.作者: ONYM 時間: 2025-3-26 15:10
Book 2018learning math. The teaching and learning of mathematics is highly dependent on students’ and teachers’ values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and metho作者: 引起痛苦 時間: 2025-3-26 20:39
,University Teaching Assistants’ Metaphors About Teachers’ Role,categorized as didactics expert or as self-referential. Also subcategories were analysed, and potential new subcategories found. The results also suggest that training can have an influence on the metaphors TAs use to describe their role as a TA.作者: 顛簸下上 時間: 2025-3-26 23:42 作者: 受辱 時間: 2025-3-27 03:26 作者: 纖細 時間: 2025-3-27 05:21
,Grade 9 Students’ Reasoning About Division of Fractions: What Are their Arguments Anchored in?,properties not relevant to the task and beliefs about mathematics and mathematics education. The results suggest that a focus on reasoning provides additional information about students’ knowledge about fractions beyond standard error analysis.作者: Intuitive 時間: 2025-3-27 10:03 作者: Grievance 時間: 2025-3-27 14:31 作者: ETHER 時間: 2025-3-27 18:04
Creating Tension Between Action and Intent,we deliberately introduce a tension in pre-service teachers’ conception of timed drills and examine the resulting process of transition they undergo. Our findings suggest that the introduced tension provided the means for reflection on intent and resulted in a subsequent change in action.作者: Slit-Lamp 時間: 2025-3-27 22:20 作者: 障礙 時間: 2025-3-28 03:37
,Temporal Norms of the Typical Mathematics Lesson: Norwegian and Swedish Students’ Perspectives,normative and historically situated. Thus, in its very simplicity, it offers a window on the temporal norms imposed on and maintained in educational institutions in general and in the mathematics subject in particular.作者: guzzle 時間: 2025-3-28 09:47
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