Titlebook: Views and Beliefs in Mathematics Education; Results of the 19th Carola Bernack-Schüler,Ralf Erens,Andreas Eichler Book 2015 Springer Fachm

吞沒(méi)

,Support or Restriction: Swedish Primary School Teachers’ Views on Mathematics Curriculum Reform,e or after the reform in 1994. The differing views can be connected to teachers’ beliefs about teacher professionalism and the relation between teaching, learning and maturing. We discuss our findings also in the light of curriculum development during the last four decades.

Morbid

,Teachers’ Beliefs Systems Referring to the Teaching and Learning of Arithmetic,ferring to peripheral beliefs to the same teacher. Finally, we discuss types of belief systems towards teaching arithmetic. We conclude the paper with a brief summary and suggestions for further research.

agenda

,Mathematics Student Teachers’ Metaphors for Technology in Teaching Mathematics,hnology in mathematics teaching are ambiguous. The instrumental view of technology was dominating the data. Although the participating student teachers seem mainly to have a positive attitude towards technology, they need adequate opportunities in teacher education to explore the pedagogical and educational use of technology.

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放肆的你

嗎啡

Beliefs and Mathematical Reasoning during Problem Solving across Educational Levels,recisely, as we move from primary grades to college, the students’ ability to employ empirical mathematical reasoning is inclined as they persist to ask for connections with more formal ways of working. Even though the students solved the same task and shared the same beliefs, the negative effects of these beliefs were stronger for older students.

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北極熊

隼鷹

,Teachers’ Geometrical Paradigms as Central Curricular Beliefs in the Context of Mathematical Worldvo represent a teacher’s argumentative connections between his choice of content, methods, and goals of education. Within these individual curricula, two archetypes are figured out that are supposed to be oppositional in three dimensions: in the use of Geometrical Working Spaces in classroom teaching

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