Titlebook: Research Trends in Mathematics Teacher Education; Jane-Jane Lo,Keith R. Leatham,Laura R.‘Van Zoest Book 2014 Springer International Publis

Antioxidant

Understanding Preservice Teachers’ Curricular Knowledge of the lesson, the strengths and weaknesses of the lesson, and possible changes to the lesson. Our findings about the range of PSTs’ responses to the questions contributed to a preliminary curriculum use trajectory and are intended to help researchers further develop the constructs of curriculum use and curricular knowledge.

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Commentary on Section 2: Attending to Teachers in Mathematics Teacher Education Researchiplicity. I also describe the lessons these studies offer for future research with teachers, including the need to borrow research methods from other disciplines, listen to teachers, avoid deficit language, and build on prior research.

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Overall Commentary: Understanding and Changing Mathematics Teachersearning, and research tools. In doing so, the chapter discusses the nature of research in identified areas of research, highlights specific contributions of the studies in this book to those areas, and suggests implications for future research in the field of mathematics teacher education.

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P. Holt Wilson,Cyndi Edgington,Paola Sztajn,Jessica DeCuir-Gunby

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男生戴手銬

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2570-4729 planning lessons, being attentive to student learning) and illustrate how knowledge can be accessed, assessed, and nurtured over the course of a teaching career. Commentaries provide context for current resear978-3-319-37969-2978-3-319-02562-9Series ISSN 2570-4729 Series E-ISSN 2570-4737

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Using Coordination Classes to Analyze Preservice Middle-Grades Teachers’ Difficulties in Determiningt proportion reasoning strategies as the result of intuitive or impulsive responses to familiar missing-value problem presentations, our analysis suggests that recognizing directly proportional relationships is more complex than carefully interpreting problem statements.