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Core competencies in pharmaceutical education: a Chinese student perspective. [PDF]
BMC Med EducChen J +5 more
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The relationship between intellectual curiosity and adolescents' mathematical problem-solving ability: A moderated mediation model. [PDF]
PLoS OneWang Y, Zhou L, Xie B, Wang L, Jin H.
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Pre- and in-service teachers attribution beliefs for students' success and struggle in mathematics: first insights. [PDF]
BMC PsycholOcal T, Yavuz S, Ocal MF.
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Knowledge for Teaching Mathematics Category II: Mathematics Learner Knowledge
2015Mathematics 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
2015Mathematics 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 for Teaching Mathematics Category III: Fundamental Mathematics Conceptual Knowledge
2015Fundamental mathematics conceptual knowledge defines teachers’ understanding of mental representations of mathematics topics and the relationship among them. It also includes knowledge that may convert abstract mathematics concepts into a form, which supports learners’ understanding of them.
Rina Kim, Lillie R. Albert
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Mathematical Knowledge for Teaching Fraction Multiplication
Cognition and Instruction, 2008The present study contrasts mathematical knowledge that two sixth-grade teachers apparently used when teaching fraction multiplication with the Connected Mathematics Project materials. The analysis concentrated on those tasks from the materials that use drawings to represent fractions as length or area quantities.
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Knowledge of nonlocal mathematics for teaching
The Journal of Mathematical Behavior, 2018Abstract 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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Cultural Knowledge for Teaching Mathematics
2017This paper discusses selected topics of elementary mathematics that have been problematic in the US mathematics curriculum. It notes some ways that the CCSSM promises to improve on previous practice and offers suggestions for other possibilities for improvement.
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