Titlebook: Borders in Mathematics Pre-Service Teacher Education; Nenad Radakovic,Limin Jao Book 2020 Springer Nature Switzerland AG 2020 mathematics

干涉

Synthesize

En La Lucha/in the Struggle for Mathematics Teacher Education Without Bordersers (mathematics/education; expert/novice; research/teaching) create adversarial relationships and unwarranted hierarchies in our field and among ourselves. Although these divides seem innocuous and have been with us for a long time, I contend that these are far more dangerous than we might realize.

SLAY

AROMA

Crossing Disciplinary Borders in Pre-service Teacher Education: Historical Consciousness as a Tool tion and autonomy as mathematical thinkers by engaging in mathematical reasoning and argumentation. Making this shift can require that teachers change their epistemic beliefs about what it means to participate in mathematics by engaging in and transforming their epistemic cognition. In this chapter,

creatine-kinase

Secondary Pre-service Teachers’ Experiences in a Numeracy Courseregardless of the grade level or subject area, teachers are expected to incorporate numeracy into their teaching. At Monash University in Melbourne, Australia, students in the Master of Teaching (MTeach) program are required to complete a numeracy course, Numeracy for Learners and Teachers, in order

使隔離

Mathematics Crossing Borders: A Comparative Analysis of Models for Integrating Mathematics with Othet of mathematics pre-service teacher education. Drawing on my experience as a mathematics teacher educator and mathematics education researcher, I compare different models of integration I have used or observed in pre-service teacher education courses. These include mathematical modelling, curriculu

Demonstrate

Bridging the Gap Between Coursework and Practica: Secondary Mathematics Pre-service Teachers’ Percepnt courses and teaching methods courses, as well as school-based practica. While many of these programs make efforts to integrate and connect these three components, due to a variety of reasons, many still offer components that are distinct and separate?– thus resulting in a “bordered” reality. This

OGLE

The Shared Duty of Special Educational Support in Mathematics: Borders and Spaces in Degree Ordinancrimary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have

動(dòng)脈

Blurring the Border Between Teacher Education and School Classrooms: A Practical Testing Activity fon be implemented in both venues. Specifically, we investigate a testing activity where pre-service teachers (PSTs) develop, sit, and assess tests for one another. We report on PSTs’ written reflections of what they learned through experiencing the testing activity and situate their experiences in re

解凍