Results 31 to 40 of about 83,880,464 (106)

Pre-service teacher’s mathematical knowledge for teaching in problem-based learning

Journal of Research and Advances in Mathematics Education, 2020
Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in
Ifada Novikasari
doaj   +1 more source

A U‐Shaped Flow–Performance Sensitivity Across the Globe

European Financial Management, EarlyView.
ABSTRACT Using a worldwide sample of equity mutual funds, we document a new stylized fact: the flow‐performance sensitivity (FPS) is greater for both bottom and top performance, compared to the middle. This “U‐shaped” FPS is especially strong in down markets, for small/mid‐cap funds, and in the latest decade. These results hold over quarterly or yearly
Markus Broman, Kelley Bergsma Lovelace
wiley   +1 more source

Discussing a teacher MKT and its role on teacher practice when exploring data analysis [PDF]

, 2012
This article considers teacher knowledge in managing mathematically critical situations and the role of what can be termed a mathematical summary in the analysis of a teaching episode, viewed from the perspective of Mathematical Knowledge for Teaching ...
Ribeiro, C. Miguel, Carrillo, José, Carrillo Yáñez, José, Ribeiro, Carlos Miguel   +3 more
core  

Matematiikan opettajankoulutuksen arviointipohjainen kehittäminen

LUMAT, 2015
Mathematical Knowledge for Teaching (MKT) opettajantiedon mallin mukaan opettajat tarvitsevat kuudenlaista tietoa matematiikan opettamisessa. Selvitimme kyselytutkimuksen avulla opettajankouluttajien (N=19) ja työssä olevien matematiikanopettajien (N=101)
Mika Koponen, Mervi Asikainen, Antti Viholainen, E Pekka Hirvonen   +3 more
doaj   +1 more source

The Conceptions About Mathematics and Its Teaching Held by Primary Pre‐Service Teachers

School Science and Mathematics, EarlyView.
ABSTRACT Teachers' beliefs, attitudes and confidence in the subject they are teaching play a crucial role in the quality of their teaching. In this study, we explored the conceptions about mathematics and its teaching held by 458 preservice primary teachers, where conceptions include beliefs about mathematics and society; attitudes toward mathematics ...
Aisling Twohill, Siún Nic Mhuirí, Ashling Bourke, Anastasios Karakolidis   +3 more
wiley   +1 more source

Theoretical foundations, practical applications and pedagogical challenges of the mathematics teacher's specialised knowledge model: A qualitative systematic review in secondary education

Review of Education, Volume 14, Issue 2, August 2026.
Abstract This systematic review analyses 32 studies published between 2013 and 2024 on the Mathematics Teacher's Specialised Knowledge (MTSK) model, with the aim of understanding its theoretical development, practical applications and contributions to teacher education in secondary and pre‐university contexts.
Daniel Martín‐Cudero
wiley   +1 more source

Accessing prospective early years’ teachers’ knowledge on fractions in order to design tasks for developing teachers’ MKT [PDF]

, 2013
Fractions is perhaps one of the most complex and difficult topics pupils explore in the early years of schooling. Difficulties in learning this topic may have its genesis in the fact that fractions comprise a multifaceted construct (Kieren, 1995) or ...
Caseiro, Ana, Jakobsen, Arne, Ribeiro, Carlos Miguel   +2 more
core   +1 more source

ESG Ratings Disagreement and Trading Behaviour

European Financial Management, Volume 32, Issue 1, Page 206-231, January 2026.
ABSTRACT Given the scale of ESG ratings disagreement, we examine its impact on trading behaviour and find that a one standard deviation increase in disagreement leads to a 1.3% decline in abnormal trading volume, suggesting ESG disagreement introduces uncertainty rather than belief divergence.
Mohammed Quotb, Kevin Keasey, Peng Li, Danilo V. Mascia   +3 more
wiley   +1 more source

Implications of using reflective pedagogy and integrating technology in Rwandan teacher training to improve mathematics proficiency

Cogent Education
This research explores the impact of integrating Reflective Pedagogy within Mathematical Knowledge for Teaching (MKT), framed by the TPACK model, on enhancing mathematics proficiency in Rwandan Teacher Training Colleges (TTCs).
Hashituky Telesphore Habiyaremye, Celestin Ntivuguruzwa, Philothere Ntawiha   +2 more
doaj   +1 more source

Does compliance with the global anticorruption regime require the use of artificial intelligence?

American Business Law Journal, Volume 62, Issue 3, Page 145-164, Fall 2025.
Abstract Business firms constantly hear that artificial intelligence has changed the world and that they must either utilize artificial intelligence or fall behind. By extension, this would be true of regulatory compliance as well as operations. This article challenges the mantra of artificial intelligence as a ubiquitous agent of change.
Philip M. Nichols
wiley   +1 more source