Zobrazeno 1 - 10
of 24
pro vyhledávání: '"P. Holt Wilson"'
Publikováno v:
PNA: Revista de Investigación en Didáctica de la Matemática, Vol 7, Iss 4, Pp 135-143 (2013)
In this paper, we present an emerging set of learning conjectures and design principles to be used in the development of professional learning tasks that support elementary teachers’ learning of mathematics learning trajectories. We outline our the
Externí odkaz:
https://doaj.org/article/6d0abefd6fe14536981e7e830f05db2f
Publikováno v:
Issues in Information Systems, Vol 5, Pp 90-96 (2004)
Externí odkaz:
https://doaj.org/article/71f8db3ca448444ab1a84754e292a833
Changes in Teachers’ Discourse About Students in a Professional Development on Learning Trajectories
Publikováno v:
American Educational Research Journal. 54:568-604
This study examines teachers’ discussions in a professional development setting to understand the ways in which learning a mathematics learning trajectory may change aspects of their discourse about students as learners. Using mixed methods, we bri
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c5243b9ac087d443e745772af8cee65
https://doi.org/10.3102/0002831217693801
https://doi.org/10.3102/0002831217693801
Autor:
Paola Sztajn, P. Holt Wilson
Designed to strengthen the teaching of mathematics in the elementary grades, this book focuses on helping teachers engage in instruction based on learning trajectories (LTs). Renowned scholars, including professional development researcher Hilda Bork
Autor:
William A. McGalliard, P. Holt Wilson
Publikováno v:
Investigations in Mathematics Learning. 9:187-201
This mixed methods study investigated undergraduate elementary grades pre-service teachers’ (PSTs) mathematical reasoning. In the context of combinatorics, we examined two aspects of mathematical reasoning, namely, the processes of enumerating and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7071548e836f3d5ecec6f29d94bc409b
https://doi.org/10.1080/19477503.2016.1258857
https://doi.org/10.1080/19477503.2016.1258857
Publikováno v:
Mathematics Teacher Educator. 5:65-80
Mathematics teacher educators play a critical role in translating research findings into frameworks that are useful for mathematics teachers in their daily practice. In this article, we describe the development of a representation that brings togethe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::03b777f09442bdde3de9e5e3aca2366a
https://doi.org/10.5951/mathteaceduc.5.1.0065
https://doi.org/10.5951/mathteaceduc.5.1.0065
Publikováno v:
Journal of Teacher Education. 66:227-244
The growing national attention to students’ learning trajectories (LTs) renews the opportunity to explore the ways that teachers may use students’ thinking in their instruction. In this article, we examine teachers’ learning of two frameworks,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::08ee94af1be6879a8201d04bb861aa5e
https://doi.org/10.1177/0022487115574104
https://doi.org/10.1177/0022487115574104
Publikováno v:
ZDM. 46:201-212
This theoretical paper examines a process for researchers and teachers to exchange knowledge. We use the concepts of communities of practice, boundary encounters, and boundary objects to conceptualize this process within mathematics professional deve
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d06c9e2aa94738dd1a84d3ff1dddedf3
https://doi.org/10.1007/s11858-013-0560-0
https://doi.org/10.1007/s11858-013-0560-0
Publikováno v:
Journal of Mathematics Teacher Education. 17:149-175
In the past decade, research on learning trajectories has progressed from an agenda for research on student learning to include an agenda for research on teaching. In this paper, we use a design experiment to examine a professional development progra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e08f30660d1eef96eedbcf5b331603d5
https://doi.org/10.1007/s10857-013-9256-1
https://doi.org/10.1007/s10857-013-9256-1