Zobrazeno 1 - 10
of 50
pro vyhledávání: '"Kathleen Lynch-Davis"'
Autor:
Kathleen Lynch-Davis
(Orginally published in 2004) A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the co
Autor:
Michael J. Bossé, Anass Bayaga, Catherine Fountain, Kathleen Lynch-Davis, Ron Preston, Kwaku Adu-Gyamfi
Publikováno v:
International Electronic Journal of Elementary Education, Vol 11, Iss 2, Pp 113-124 (2018)
This study applies the Mathematics Acquisition Framework (MAF) (Bossé, Ringler, Bayaga, Fountain, & Young, 2018) to investigate fifth- through seventh-grade students’ comprehension of fractions and decimals and examines how students build understa
Externí odkaz:
https://doaj.org/article/3103093b5ad8456e98c1da16292ed356
Publikováno v:
International Journal for Mathematics Teaching and Learning. 22:1-23
In the context of analytical geometry, this study considers the mathematical understanding and activity of seven students analyzed simultaneously through two knowledge frameworks: (1) the Van Hiele levels (Van Hiele, 1986, 1999) and register and doma
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::51247069f5fb1b0309026f253b6ca215
https://doi.org/10.4256/ijmtl.v22i1.274
https://doi.org/10.4256/ijmtl.v22i1.274
Autor:
Michael J. Bosse, Erica Slate Young, Anass Bayaga, Kathleen Lynch-Davis, Ashley DeMarte, Catherine Fountain
Publikováno v:
International Journal for Mathematics Teaching and Learning. 21:174-196
While one branch of literature is replete with investigations of problem solving and another branch frequently investigates student use of dynamic mathematics environments (DMEs), most of the studies in both of these fields consider whether or not st
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1dba854a5ce0489406bd38371010a937
https://doi.org/10.4256/ijmtl.v21i2.273
https://doi.org/10.4256/ijmtl.v21i2.273
Publikováno v:
School Science and Mathematics. 119:396-404
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::879c57670e341c3059ea1c6e8b6a0166
https://doi.org/10.1111/ssm.12360
https://doi.org/10.1111/ssm.12360
Autor:
Anass Bayaga, Ronald V. Preston, Kathleen Lynch-Davis, Kwaku Adu-Gyamfi, Catherine Fountain, Michael J. Bossé
Publikováno v:
International Electronic Journal of Elementary Education, Vol 11, Iss 2, Pp 113-124 (2018)
This study applies the Mathematics Acquisition Framework (MAF) (BossA©, Ringler, Bayaga, Fountain, & Young, 2018) to investigate fifth- through seventh-grade students" comprehension of fractions and decimals and examines how students build understan
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::884eed819afc7800fa99b1022e53a15a
https://doi.org/10.26822/iejee.2019248585
https://doi.org/10.26822/iejee.2019248585
Publikováno v:
The Mathematics Teacher. 110:372-379
Teachers can use rich mathematical tasks to measure students' conceptual understanding.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::868d69dd4a7d0f374487c566a1866071
https://doi.org/10.5951/mathteacher.110.5.0372
https://doi.org/10.5951/mathteacher.110.5.0372
Publikováno v:
Interdisciplinary Mathematics Education ISBN: 9783030110659
To gain insight into ways student’s experiences with mathematics can support them to reach their human potentials, we explored children’s engagement in a collaborative art project. We describe the teacher-developed project and facilitation approa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5a83fc46568cffa307e9928843538c37
https://doi.org/10.1007/978-3-030-11066-6_14
https://doi.org/10.1007/978-3-030-11066-6_14
Publikováno v:
Computers in the Schools. 33:89-102
Dynamic mathematical environments allow users to reify mathematical concepts through multiple representations, transform mathematical relations and organically explore mathematical properties, investigate integrated mathematics, and develop conceptua
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::976391e45d4cb82fb4d2f894e7cdc2f2
https://doi.org/10.1080/07380569.2016.1178059
https://doi.org/10.1080/07380569.2016.1178059
In this chapter, we describe how the Appalachian Mathematics Partnership (AMP) used the PRIME Leadership Framework to inform professional development activities that respond to teachers' content and pedagogical needs and cultivate emerging mathematic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ce574c57ecc649effc343af1f819ed9b
https://doi.org/10.4018/978-1-5225-3068-8.ch023
https://doi.org/10.4018/978-1-5225-3068-8.ch023