Results 211 to 220 of about 18,285 (262)

Building contextually-relevant training programs for scientific development: process and lessons learned in implementing two iterations of a faculty enrichment program in applied malaria modeling. [PDF]

Malar J
Onyango L, Ouédraogo-Ametchie G, Stahlfeld A, Holden TM, Richter R, Runge M, Toh KB, Agorinya I, Mensah B, Gerardin J.   +9 more
europepmc   +1 more source

Development and implementation of a novel clinical teaching model integrating real-world case with patient-specific three-dimensional imaging in urology. [PDF]

BMC Med Educ
Zhang C, Ghiasi MR, Cheng J, Cui H, Li G, Sha Q, Chen D, Zhang X.   +7 more
europepmc   +1 more source

How teachers' dominant interpersonal behavior shapes student emotions in mathematics classrooms: a multimodal voice analysis and critical incident study. [PDF]

Front Psychol
Lin W, Lai X, Yin H, Wang S.
europepmc   +1 more source

An Inverse Problem for a Fractional Space-Time Diffusion Equation with Fractional Boundary Condition. [PDF]

Entropy (Basel)
Brociek R, Wajda A, Napoli C, Capizzi G, Słota D.   +4 more
europepmc   +1 more source

Performance evaluation and occupational health safety analysis of university teachers based on time-series feature extraction. [PDF]

Front Public Health
Shan Y, Zheng M, Sun H.
europepmc   +1 more source

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Mathematical knowledge in teaching

Educational Review, 2011
Cumulative research within a number of traditions has shown that effective teaching calls for distinctive, identifiable forms of subject-related knowledge and thinking, yet the significance and complexity of such knowledge is not well represented in professional debate and policymaking. This is a particularly pressing issue within mathematics education,
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Knowledge for Teaching Mathematics Category II: Mathematics Learner Knowledge

2015
Mathematics learner knowledge (MLK) is related to teachers’ understanding of the characteristics of mathematics learners and how that knowledge is used in mathematics instruction. This study demonstrated that there are key subcategories of MLK based on the analyses of the lesson plans: students’ mathematical knowledge, students’ mathematical skills ...
Rina Kim, Lillie R. Albert
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Knowledge for Teaching Mathematics Category I: Mathematics Curriculum Knowledge

2015
Mathematics curriculum knowledge indicates teachers’ understanding of the sequence among mathematical concepts that exist both inter-grade and intra-grade according to the National Mathematics Curriculum. Mathematics curriculum knowledge is divided into two subcategories, which are referred to as vertical mathematics curriculum knowledge and horizontal
Rina Kim, Lillie R. Albert
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Knowledge of nonlocal mathematics for teaching

The Journal of Mathematical Behavior, 2018
Abstract The notion of practice-based models for mathematical knowledge for teaching has played a pivotal role in the conception of teacher knowledge. In this work, teachers’ knowledge of mathematics that is outside the scope of what is being taught (nonlocal mathematics) is considered more explicitly. Drawing on a cognitive model for the development
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Knowledge Resources in and for School Mathematics Teaching

2011
This chapter argues for attention to professional knowledge in use in descriptions of classroom practice, and offers a methodology to this end. It builds on previous work that conceptualised resources in use in school mathematics teaching, and recent work that focuses more directly on knowledge in use in practice, arguing that these shape what is made ...
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