Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Kimberly Cervello Rogers"'
Publikováno v:
Journal of the Scholarship of Teaching and Learning, Vol 23, Iss 2 (2023)
This study examines the perceptions of first-year, mathematics graduate teaching assistants (GTAs) participating in a six-week summer course designed to deepen their knowledge of collegiate mathematics teaching practices before being assigned to inst
Externí odkaz:
https://doaj.org/article/c22cc7d638ac46d5a606ec0ac435ec2d
Publikováno v:
International Journal of Research in Undergraduate Mathematics Education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7efe4b302724ba909e0c4ebd1fba7712
https://doi.org/10.1007/s40753-022-00199-4
https://doi.org/10.1007/s40753-022-00199-4
Autor:
James Sweeney, Kimberly Cervello Rogers, Jessica Deshler, Robert Petrulis, Christopher D. Potvin, Sean P. Yee
Publikováno v:
Journal of Mathematics Teacher Education. 25:217-245
In this study, we sought to identify how feedback about classroom observations affected novice university mathematics instructors’ (UMIs) teaching practices. Specifically, we examined how a Red–Yellow–Green feedback system (RYG feedback) affect
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3b45f93eb23fe329de88cb9796b084ce
https://doi.org/10.1007/s10857-020-09485-x
https://doi.org/10.1007/s10857-020-09485-x
Publikováno v:
International Journal of Research in Undergraduate Mathematics Education. 6:186-212
This paper presents the development and validation of the 17-item mathematics Graduate Student Instructor Observation Protocol (GSIOP) at two universities. The development of this instrument attended to some unique needs of novice undergraduate mathe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2ea717cb7c4b13693f5986a240f66d81
https://doi.org/10.1007/s40753-019-00106-4
https://doi.org/10.1007/s40753-019-00106-4
Publikováno v:
The Journal of Mathematical Behavior. 53:228-241
We examine how instructors at different grade levels proposed mathematical tasks to support students’ engagement in constructing viable arguments and critiquing others’ reasoning. During small group interviews with pairs of practicing elementary
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0a58a3472745f8489a9b0b98dfc0449a
https://doi.org/10.1016/j.jmathb.2018.08.004
https://doi.org/10.1016/j.jmathb.2018.08.004
Publikováno v:
Journal for Research in Mathematics Education. 47:372-419
Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::371f168a7208def837c9e5298676191d
https://doi.org/10.5951/jresematheduc.47.4.0372
https://doi.org/10.5951/jresematheduc.47.4.0372
Publikováno v:
The Mathematics Teacher. 109:654-661
Can you find a triangle in which the three bases and three heights are integer values?
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d807eec7049cbf9977fa157c2d37e2cc
https://doi.org/10.5951/mathteacher.109.9.0654
https://doi.org/10.5951/mathteacher.109.9.0654
Autor:
Kimberly Cervello Rogers
Publikováno v:
PRIMUS. 24:465-479
In the context of a Capstone course for prospective secondary teachers (PSTs) of mathematics, this paper examines how a journal assignment was implemented and how it can help us understand PSTs’ views of mathematics and mathematics teaching. First,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d333da868d5e4727f4eb569389843132
https://doi.org/10.1080/10511970.2013.876477
https://doi.org/10.1080/10511970.2013.876477
Publikováno v:
Journal of Mathematics Teacher Education. 15:159-180
Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subjec
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f45f508b710c2827216a46e2c3438cdb
https://doi.org/10.1007/s10857-012-9204-5
https://doi.org/10.1007/s10857-012-9204-5
Publikováno v:
Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies; 2024, Vol. 34 Issue 7, p693-713, 21p