Zobrazeno 1 - 10
of 1 137
pro vyhledávání: '"Mathematics teacher education"'
Autor:
Ellen Konstanse Hovik, Kathleen Nolan
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
The aim of the study informing this paper was to investigate pre-service teachers’ (PSTs’) approaches to task design, posing the research question: How do pre-service teachers respond when they are asked to design an exploratory task using GeoGeb
Externí odkaz:
https://doaj.org/article/239424f5c88244faa38a5c8130355b2d
Autor:
Andreas Ebbelind, Tracy Helliwell
Publikováno v:
LUMAT, Vol 12, Iss 1 (2024)
In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language o
Externí odkaz:
https://doaj.org/article/38694660c1b34064afc8967b037859e8
Autor:
Kristín Bjarnadóttir
Publikováno v:
Revista de História da Educação Matemática, Vol 9 (2023)
The histories of official teacher education and school legislation in Iceland coincide with the history of ICMI. Iceland, a marginal country in Northern Europe, may be taken as an example when evolution of societal demands on the profession of the ma
Externí odkaz:
https://doaj.org/article/ef709c1adc96498e9f479bfc8a7fcc40
Autor:
Anna Pansell
Publikováno v:
Frontiers in Education, Vol 8 (2023)
It is widely acknowledged that teachers' work has both practical and theoretical dimensions, both praxis and logos, and that teacher education should address both dimensions. However, as argued in this article, existing discourses for describing the
Externí odkaz:
https://doaj.org/article/2d8863f69f6b4391bea8c55ddea0e372
Publikováno v:
Frontiers in Education, Vol 8 (2023)
We are amid a rapid demographic shift, with Emergent Bilinguals (EBs) being the fastest growing K-12 student population. This has created an ambitious goal for teacher education programs as they must prepare mathematics pre-service teachers (PSTs) to
Externí odkaz:
https://doaj.org/article/af27a733e290489ea44e1a78c822b899
Akademický článek
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Autor:
Alf Coles
Publikováno v:
Avances de Investigación en Educación Matemática, Iss 23 (2023)
This theoretical article is a response to UNESCO’s call for a new social contract for education, in the context of mathematics teacher education. The article sets out four principles behind “socio-ecological” practices in mathematics education:
Externí odkaz:
https://doaj.org/article/cd1c6c1a4e6442878c4f3f64db01dde7
Autor:
Ángel Alsina, Marcela Silva-Hormazábal
Publikováno v:
Avances de Investigación en Educación Matemática, Iss 23 (2023)
The aim of this study is to analyse the effect of a previously validated training program to promote Mathematics Teacher Education for Sustainability (MTEfS). The training program, designed from a STEAM approach and called Pro-STEAM, involved 23 in-s
Externí odkaz:
https://doaj.org/article/581402b961f847a88d10d9ea87c42f5a
Publikováno v:
Education Sciences, Vol 13, Iss 10, p 1028 (2023)
This paper extends earlier research on prospective and practicing teachers’ (PPTs’) developing understandings of culturally responsive pedagogy (CRP) while enrolled in a teacher education course for CRP and mathematics. Here, we take as our start
Externí odkaz:
https://doaj.org/article/9d42df57ccbf4d41a680ed6108da47eb
Autor:
Angeliki Stylianidou, Elena Nardi
Publikováno v:
Education Sciences, Vol 13, Iss 10, p 973 (2023)
Teacher preparation to address the needs of disabled learners in mainstream mathematics classrooms is quintessential for the implementation of the inclusive educational policies that governments are often committed to. To identify teacher preparation
Externí odkaz:
https://doaj.org/article/7c5d384dff3f43db8a66789935558203