Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Tracy Helliwell"'
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
Publikováno v:
Avances de Investigación en Educación Matemática, Iss 23 (2023)
La historia de Karl tiene como objetivo mostrar la complejidad que implica abordar cuestiones de justicia climática como profesor de matemáticas. Presentamos un texto en capas como proceso y producto de nuestro análisis para exponer la forma en qu
Externí odkaz:
https://doaj.org/article/5ebe146691eb4a10a8982a8fe023ae93
Publikováno v:
Research in Mathematics Education. 24:117-127
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5d0501492fe63a0eee006f9d052ee6a9
https://doi.org/10.1080/14794802.2022.2090422
https://doi.org/10.1080/14794802.2022.2090422
Autor:
Oi-Lam Ng, Tracy Helliwell
Publikováno v:
Helliwell, T & Ng, O-L 2022, ' Imagining possibilities : innovating mathematics (teacher) education for sustainable futures ', Research in Mathematics Education, vol. 24, no. 2, pp. 128-149 . https://doi.org/10.1080/14794802.2022.2079553
We report on an action research study conducted by two mathematics teacher educators in the United Kingdom and Hong Kong. The project consisted of three phases, the first two taking place in our respective teacher education courses and a final phase
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6eff4ee91206b17c387b21d3ac70cb92
https://research-information.bris.ac.uk/ws/files/337555596/Imagining_possibilities_innovating_mathematics_teacher_education_for_sustainable_futures.pdf
https://research-information.bris.ac.uk/ws/files/337555596/Imagining_possibilities_innovating_mathematics_teacher_education_for_sustainable_futures.pdf
Autor:
Tracy Helliwell, Sean Chorney
Publikováno v:
RUA. Repositorio Institucional de la Universidad de Alicante
Universidad de Alicante (UA)
Helliwell, T & Chorney, S 2022, (Re)conceptualising the expertise of the mathematics teacher educator . in Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education . vol. 1, Proceedings of the 45 th Conference of the International Group for the Psychology of Mathematics Education, vol. 1, pp. 207-208, 45th Conference of the International Group for the Psychology of Mathematics Education, Alicante, Spain, 18/07/22 . < https://web.ua.es/pme45/ >
University of Bristol-PURE
Universidad de Alicante (UA)
Helliwell, T & Chorney, S 2022, (Re)conceptualising the expertise of the mathematics teacher educator . in Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education . vol. 1, Proceedings of the 45 th Conference of the International Group for the Psychology of Mathematics Education, vol. 1, pp. 207-208, 45th Conference of the International Group for the Psychology of Mathematics Education, Alicante, Spain, 18/07/22 . < https://web.ua.es/pme45/ >
University of Bristol-PURE
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::5d7df70f254b7f3696b33880ed95e962
https://hdl.handle.net/10045/126509
https://hdl.handle.net/10045/126509
Publikováno v:
Brown, J, Brown, L, Coles, A & Helliwell, T 2021, Working with awareness as Mathematics Teacher Educators : Experiences to issues to actions . in M Goos & K Berwick (eds), The learning and development of mathematics teacher educators : International perspectives and challenges . Research in Mathematics Education, Springer International Publishing AG . https://doi.org/10.1007/978-3-030-62408-8_10
Research in Mathematics Education ISBN: 9783030624071
Research in Mathematics Education ISBN: 9783030624071
In this chapter, we reflect on our learning as university mathematics teacher educators (MTEs) from our different perspectives, expert through to novice. We elaborate on some of the principles behind the design of the teacher education course at the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7e5f360bdfdbe2936b1042e9575d0244
https://hdl.handle.net/1983/7dd2e6ba-5a43-46a3-8014-e23f8902090a
https://hdl.handle.net/1983/7dd2e6ba-5a43-46a3-8014-e23f8902090a
Publikováno v:
Research in Mathematics Education ISBN: 9783030624071
Bissell, A, Brown, L, Helliwell, T & Rome, T 2021, Mapping the territory : Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator . in M Goos & K Beswick (eds), The learning and development of mathematics teacher educators : International perspectives and challenges . Research in Mathematics Education, Springer, pp. 205-224 . https://doi.org/10.1007/978-3-030-62408-8_11
Bissell, A, Brown, L, Helliwell, T & Rome, T 2021, Mapping the territory : Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator . in M Goos & K Beswick (eds), The learning and development of mathematics teacher educators : International perspectives and challenges . Research in Mathematics Education, Springer, pp. 205-224 . https://doi.org/10.1007/978-3-030-62408-8_11
The first transition to developing as a university mathematics teacher educa-tor, from being a mathematics teacher in school, is often to work locally or na-tionally with cross-school groups of teachers on curriculum development or for professional d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2f31ea4b4ecd8e1122191b8784033375
https://doi.org/10.1007/978-3-030-62408-8_11
https://doi.org/10.1007/978-3-030-62408-8_11
Publikováno v:
Brown, L, Fernandez, C, Helliwell, T & Llinares, S 2019, Prospective mathematics teachers as learners in university and school contexts : From university-based activities to classroom practice . in O Chapman & G Lloyd (eds), International Handbook of Mathematics Teacher Education : Volume 3: Participants in Mathematics Teacher Education . 2 edn, vol. 3, Brill Academic Publishers, pp. 434-366 . https://doi.org/10.1163/9789004419230_014
This chapter will explore different ways in which prospective teachers and teachers are considered to be active constructors of their knowledge embedded in a variety of social environments.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a2f617e30199eebdcea078ad8a31552c
https://research-information.bris.ac.uk/en/publications/e30e1c27-27c2-48d5-ba78-d3df48da1f34
https://research-information.bris.ac.uk/en/publications/e30e1c27-27c2-48d5-ba78-d3df48da1f34
Publikováno v:
International Handbook of Mathematics Teacher Education: Volume 2 ISBN: 9789004418967
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d28d639377631d159cf164ae718804aa
https://doi.org/10.1163/9789004418967_004
https://doi.org/10.1163/9789004418967_004
Autor:
Betül Yazıcı, Joan Burfitt, Innocent Tasara, Ann Dowker, Leonardo Barichello, Nick Andrews, Matt Homer, Andrea Pitt, Matt Lewis, Jenni Ingram, Caroline Rickard, Tracy Helliwell, Tatiana Rostovtseva, Dave Hewitt, G Kosyvas, M Joubert, H Cai, Yota Dimitriadi, Cosette Crisan, Lorna Earle, C. J. Rauch, J Zhang, Sarah Ankers, Barry J. Griffiths, Rachel Mathieson, Marc De Asis, Sharon Walker, A Bellamy, Candia Morgan, S Treffert-Thomas, Marina Della Giusta, K. M. Nabiul Alam, Hatice Akkoç, S Morrison, A Leung, Francis Duah, Alf T Coles, K Esmail, Rita Santos Guimarães, Dietmar Küchemann, Eirini Geraniou, Bryony Black, Laura Clarke, E Lake, H John, Marius Ghergu, Fiona Curtis, Leo Rogers, Giovanni Razzu, Barbara Jaworski, Hande Gülbağcı-Dede, Melike Göksu Nur, Julian Brown, Kathryn Clarke, Indira Banner, M Pericleous
Publikováno v:
Research in Mathematics Education. 19:314-320
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ec76e8ae5ca67a69eb5be7bdffadff2d
https://doi.org/10.1080/14794802.2017.1372799
https://doi.org/10.1080/14794802.2017.1372799