Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Sarah Smitherman Pratt"'
Publikováno v:
REDIMAT, Vol 8, Iss 3 (2019)
The purpose of this study was to use meta-analytic thinking to evaluate the results of a three-week professional development on mathematics teachers’ technological pedagogical content knowledge (TPACK). The study aims to elucidate the necessity of
Externí odkaz:
https://doaj.org/article/6a79a5f946a74e9599f0d5fd72fe745f
Publikováno v:
Journal of Mathematics Education at Teachers College, Vol 8, Iss 2 (2017)
Mathematics teachers frequently provide concrete manipulatives to students during instruction; however, the rationale for using certain manipulatives in conjunction with concepts may not be explored. This article focuses on area models that are curre
Externí odkaz:
https://doaj.org/article/bb28a32cb6f84c8c8a802a1710a212ac
Publikováno v:
Learning Environments Research. 26:255-270
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f33df768ec496fa4231990875cae8dcd
https://doi.org/10.1007/s10984-022-09421-1
https://doi.org/10.1007/s10984-022-09421-1
Publikováno v:
Learning Environments Research. 26:661-661
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::80d3e146bd1ddca44d3967f83028afb5
https://doi.org/10.1007/s10984-022-09434-w
https://doi.org/10.1007/s10984-022-09434-w
Publikováno v:
The Mathematics Teacher. 111:424-430
Two inquiry-based tasks modeled with technology during instruction lead to students' increased reasoning, communicating, and sense making about a real-world situation.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e1b88c6e5e03fb6478220d5d8fee7931
https://doi.org/10.5951/mathteacher.111.6.0424
https://doi.org/10.5951/mathteacher.111.6.0424
Autor:
Colleen M. Eddy, Sarah Smitherman Pratt, Daphyne Miller, Eloise Aniag Kuehnert, Chanika Senawongsa
Publikováno v:
Teaching Children Mathematics. 24:362-369
Use this Japanese organizational strategy to facilitate multiple problem representations and better classroom communication.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c8e63e6e0f95ce715870413cdbd2e75b
https://doi.org/10.5951/teacchilmath.24.6.0362
https://doi.org/10.5951/teacchilmath.24.6.0362
Publikováno v:
Teaching Children Mathematics. 22:102-109
Students can create an image of the measurement model of division as an alternative to the long division algorithm.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f113e56cf6dfad41cf1377a3ebaa4cee
https://doi.org/10.5951/teacchilmath.22.2.0102
https://doi.org/10.5951/teacchilmath.22.2.0102
Publikováno v:
Journal of Research in Mathematics Education. 8:312
The purpose of this study was to use meta-analytic thinking to evaluate the results of a three-week professional development on mathematics teachers’ technological pedagogical content knowledge (TPACK). The study aims to elucidate the necessity of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bf3b7700ff6e702653df129f30109115
https://doi.org/10.17583/redimat.2019.3065
https://doi.org/10.17583/redimat.2019.3065
Autor:
Sarah Smitherman Pratt
Publikováno v:
Complicity: An International Journal of Complexity and Education. 12
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c66c02416496986fb9f328422031d40b
https://doi.org/10.29173/cmplct26007
https://doi.org/10.29173/cmplct26007