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Nurturing Knowledge of Mathematical Modeling for Teaching
2018In this paper we will report results of our efforts towards providing mathematical modeling experiences for a cohort of prospective secondary teachers. Using a Teacher Development Experiment design, we traced the impact of these experiences on teachers’ reported efficacy towards and knowledge about utilizing modeling in their teaching.
Azita Manouchehri +2 more
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Enhancing Preschool Teachers’ Knowledge for Teaching Mathematics
2011Professional development for practicing teachers may vary in duration, form, and content. A program attended by teachers may range from a one-day summer meeting followed by eight workshops during the year, to a semester course given on a weekly basis (Tsamir, 2008), to an intensive two-year program (Graven, 2004).
Esther Levenson +2 more
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Mathematics Teacher Educator Knowledge for Teaching Teachers
2021Mathematics teacher educators (MTEs), like mathematics teachers, should be considered as change agents in the ongoing efforts to improve the teaching of school mathematics. It is therefore important to research MTEs in similar ways to teachers in order to understand the nature of their knowledge and practice to support meaningful change or growth in ...
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Knowledge Resources in and for School Mathematics Teaching
2011This 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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Turning Mathematical Knowledge for Teaching Social
2014I will develop and then reflect on two inter-related claims in this chapter. The first is that the sets of concepts that have emerged through research on mathematics knowledge for teaching (MKT), while relatively recent, have nevertheless proliferated.
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2015
This chapter explores the notion that mathematics pedagogical content knowledge is a conjunctive form of knowledge that intersects mathematics curriculum knowledge, mathematics learner knowledge, and fundamental mathematics conceptual knowledge. We put forth the claim that the intersection of the knowledge categories is where mathematics pedagogical ...
Rina Kim, Lillie R. Albert
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This chapter explores the notion that mathematics pedagogical content knowledge is a conjunctive form of knowledge that intersects mathematics curriculum knowledge, mathematics learner knowledge, and fundamental mathematics conceptual knowledge. We put forth the claim that the intersection of the knowledge categories is where mathematics pedagogical ...
Rina Kim, Lillie R. Albert
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Validating Measures of Mathematical Knowledge for Teaching
Measurement: Interdisciplinary Research and Perspectives, 2007According to Schilling, Blunk, and Hill (this issue), this set of papers had two main purposes: (1) to use an argument-based approach to evaluate the validity of the tests of mathematical knowledge...
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Mathematics pedagogical knowledge for slow learners teaching
AIP Conference Proceedings, 2022Mukti Sintawati +2 more
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