Zobrazeno 1 - 10
of 80
pro vyhledávání: '"Mathematics teacher educator"'
Publikováno v:
Education Sciences, Vol 14, Iss 8, p 810 (2024)
Over the past two decades, the landscape of research on mathematics teacher educators (MTEs) has grown considerably. One particular area of interest has focused on MTE knowledge and the ways in which it is developed and used in teaching practice. How
Externí odkaz:
https://doaj.org/article/c75ecce80b7b40eea7a63f75d5d94e28
Autor:
Rooselyna Ekawati, Ahmad Wachidul Kohar, Tatag Yuli Eko Siswono, Agung Lukito, Kai-Lin Yang, Khoirun Nisa
Publikováno v:
Infinity, Vol 12, Iss 2, Pp 261-274 (2023)
This study aims to investigate mathematics teacher educators’ (MTE) knowledge in noticing preservice teachers’ pedagogical content knowledge (PCK) on the hierarchical classification of the quadrilateral. A multiple case study was conducted to ana
Externí odkaz:
https://doaj.org/article/5cbaa3460b244f4aa4ac73cde9d5c171
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:
Annette Hessen Bjerke, Kathleen Nolan
Publikováno v:
Frontiers in Education, Vol 8 (2023)
In this paper, we present on a research study that was framed in disruptive pedagogy (DP) to examine the post-field context of mathematics teacher educators’ (MTEs’) practices. We open by referring to common challenges discussed in the literature
Externí odkaz:
https://doaj.org/article/c27a596f776b4d68b18943d23f994bf5
Publikováno v:
London Review of Education, Vol 21, Iss 1 (2023)
The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher
Externí odkaz:
https://doaj.org/article/5af7f3ef480944789378742d4d37476c
Autor:
Lisa Steffensen, Georgia Kasari
Publikováno v:
Education Sciences, Vol 13, Iss 7, p 721 (2023)
The complex societal phenomena occurring in our daily lives and the ongoing curricula demands of mathematics education imply the responsibility of teachers to discuss societal issues with their students in mathematics classrooms. Yet, the ways in whi
Externí odkaz:
https://doaj.org/article/c2a0edbce6a2473080b444e59967999b
Publikováno v:
PNA: Revista de Investigación en Didáctica de la Matemática, Vol 15, Iss 3, Pp 187-210 (2021)
El conocimiento de los profesores de matemáticas ha sido un foco de atención muy activo en las últimas décadas. Sin embargo, tales focos dejan de lado una de las dimensiones involucradas en el desarrollo de dicho conocimiento, específicamente el
Externí odkaz:
https://doaj.org/article/a48f5691aa124e06b4dde83bd485bc88
Publikováno v:
Education Sciences, Vol 13, Iss 6, p 544 (2023)
This study endeavors to illustrate how research on the professional development of mathematics teachers can help to enhance and nurture the professional knowledge of mathematics teacher educators (MTEs), thus becoming a potential source of profession
Externí odkaz:
https://doaj.org/article/b743597796194e5fa938e07926dfbb80
Publikováno v:
Journal of Research and Advances in Mathematics Education, Vol 6, Iss 1, Pp 1-16 (2020)
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. T
Externí odkaz:
https://doaj.org/article/e679269c639e49389c25ec03ad99acbe
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.