Intelligent evaluation and feedback mechanism based on student behavior data in the context of integrated education. [PDF]
Wang J, Li Y.
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Exploring Teachers' Resource Utilization Practices and Beliefs in Mathematics Education: A Cross-National Study on Reasoning and Proving. [PDF]
Kohanová I +5 more
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Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study. [PDF]
Bandera-Campos FJ +5 more
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M<sup>1</sup>ündlich - S(t)imulation of competency-oriented learning in physiology. [PDF]
Eiring L +4 more
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Editorial: Fostering self-regulated learning. [PDF]
Šašić SŠ, Heaysman O, Otto B.
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Domain-general scientific reasoning abilities in kindergarten independently predict the mathematics ability of elementary school children. [PDF]
Osterhaus C, Koerber S.
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Technology Integration in a Course for Prospective Mathematics Teachers
2020This document presents the results of a study that sought to integrate technologies into a mathematics course for prospective mathematics teachers. Two types of environments were created, one focused on technologies for interaction and communication and the other focused on technologies for the study of mathematics.
Alexander Castrillón-Yepes +2 more
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A capstone mathematics course for prospective secondary mathematics teachers
Journal of Mathematics Teacher Education, 2011This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered pedagogical ...
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Prospective teachers’ interpretations of mathematical reasoning
Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2020Calls for teaching school mathematics with a focus on mathematical reasoning (MR) are included in curricular documents across the world, but little is known how prospective teachers (PSTs) understand MR. In this paper, we report on a study in which we engaged 24 PSTs preparing to teach grades 1-8 in analyzing a series of student-generated arguments for
Park, Hyejin, Magiera, Marta T.
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