Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Jaime Marie Diamond"'
Publikováno v:
Studying Teacher Education. 16:345-363
Mathematics teacher educators can use video clips of children solving mathematics problems to help teacher candidates attend to nuanced aspects of teaching and learning mathematics. However, the pr...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e248152b32a60a10c27d99ee1cc95366
https://doi.org/10.1080/17425964.2020.1783650
https://doi.org/10.1080/17425964.2020.1783650
Autor:
Jaime Marie Diamond
Publikováno v:
Investigations in Mathematics Learning. 12:163-178
This paper leverages an intrinsic approach to the conception of mathematical knowledge for teaching (MKT) to show how it can be used to examine teachers’ MKT. In this qualitative study, I interview...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6518a8468474a7d8b1162d50b10ee20b
https://doi.org/10.1080/19477503.2020.1754091
https://doi.org/10.1080/19477503.2020.1754091
Autor:
Jaime Marie Diamond
Publikováno v:
Research in Mathematics Education ISBN: 9783030656317
Transfer refers to the influence of one’s prior learning on their engagement in novel situations. Students who productively transfer their mathematics learning are enabled to successfully participate in upper-level STEM courses, enter and persist i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bed568172a74ebcd1f28b3b601df28d9
https://doi.org/10.1007/978-3-030-65632-4_16
https://doi.org/10.1007/978-3-030-65632-4_16
Autor:
Jaime Marie Diamond
Publikováno v:
Journal of Mathematics Teacher Education. 22:459-487
The idea that formal learning generalizes, or is transferred, beyond the conditions of initial learning serves as a basis for our educational system. That is, educators hope students will use the learning that develops in the classroom to productivel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fa25cf0f534f4af3dcc7c2fc5585d584
https://doi.org/10.1007/s10857-018-9400-z
https://doi.org/10.1007/s10857-018-9400-z
Publikováno v:
ZDM. 47:963-979
Even in the resource-rich, more ideal conditions of many design-based classroom interventions, unexpected events can lead to disappointing results in student learning. However, if later iterations in a design research study are more successful, the p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f5c417f9564e3fd4579cfe9420dda544
https://doi.org/10.1007/s11858-015-0695-2
https://doi.org/10.1007/s11858-015-0695-2
Publikováno v:
Mathematics Education Research Journal. 26:607-634
Despite recent research interest in student-created diagrams, little research has systematically investigated students' diagram-construction processes, meaning the order and manner in which students create markings as they physically generate diagram
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::036bcef2df706df29429f2a51b6ff9c8
https://doi.org/10.1007/s13394-013-0106-3
https://doi.org/10.1007/s13394-013-0106-3
Autor:
Jaime Marie Diamond, Joanne Lobato
Publikováno v:
Journal for Research in Mathematics Education. 44:730-735
A review of Early Algebraization: A Global Dialogue From Multiple Perspectives, edited by Jinfa Cai and Eric Knuth.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3f3cc72f605746aa323332fe3fe43eb0
https://doi.org/10.5951/jresematheduc.44.4.0730
https://doi.org/10.5951/jresematheduc.44.4.0730
Publikováno v:
Mathematical Thinking and Learning. 14:85-119
Despite the proliferation of mathematics standards internationally and despite general agreement on the importance of teaching for conceptual understanding, conceptual learning goals for many K-12 mathematics topics have not been well-articulated. Th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d6c65fd20e6d317f88a1d24bb19561f5
https://doi.org/10.1080/10986065.2012.656362
https://doi.org/10.1080/10986065.2012.656362