Titlebook: Expertise in Mathematics Instruction; An International Per Yeping Li,Gabriele Kaiser Book 2011 Springer Science+Business Media, LLC 2011 Ma

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Steven R. Gambert M.D., F.A.C.P.essons, their lesson designs and reflections. A prototype view of teaching expertise was adopted and used to identify similarity-based central tendencies that are shared among these expert teachers. Data analyses revealed six central tendencies of these teachers’ lesson instruction and thinking. The

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e practices which demonstrate strong principles of mathematics-specific pedagogy, teachers’ adoption and use of these practices in part depend on the value placed on them by the school management. This chapter presents the quantitative and qualitative findings of a survey as well as insights from in

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Multiplicative Programming Problems,. Three expert teachers were identified and selected in this study. A prototypical view of teaching expertise was used to guide our analyses and identification of similarity-based, family resemblance of expert teachers’ instruction. These expert teachers’ mathematics instruction was examined in ligh

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Legal and Ethical Issues in Infant Growth researchers’ beliefs and values – more generally, their conceptual models regarding “what counts” in the act of teaching. This raises the question of how one might frame explorations of teacher expertise in general, an issue I explore in the context of a general model of the research process. The s

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Book 2011oom instruction. However, there is still very limited understanding about the nature of teachers’ expertise in mathematics instruction. .Expertise in Mathematics Instruction. addresses this need clearly and concisely. In particular, it examines all aspects of emphases employed to characterize the na