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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Understanding Preservice Teachers’ Curricular KnowledgeEducational Researcher, 15(2):4–14, 1986) and curriculum use practices. In this chapter, we present PSTs’ responses to a set of questions that elicited their knowledge and practices for reading, evaluating, and adapting a .-based curriculum lesson. The questions are related to the goals and purposes

ACTIN

大門在匯總

Using Coordination Classes to Analyze Preservice Middle-Grades Teachers’ Difficulties in Determiningn which two quantities do . covary in a fixed ratio relationship. In the present study, preservice middle-grades mathematics teachers (.?=?28) evidenced similar difficulties in a content and methods course. In particular, they correctly explained relationships between quantities that were not direct

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惹人反感

輕觸

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Teachers, Attributions, and Students’ Mathematical Workcal thinking and learning through studying a mathematics learning trajectory. Through an examination of teachers’ discourse in 60?h of school-based professional development, we identify eight attributions that participating elementary teachers use to discuss students’ mathematical successes or failu

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Tonometry

走調(diào)

Commentary on Section 2: Attending to Teachers in Mathematics Teacher Education Researchpters make clear the central role that teachers play in shaping student learning. In this chapter, I identify implications of these studies for teacher education, including the need for teacher educators to embrace reality, facilitate discourse, abandon deficit models of teachers, and recognize mult