Zobrazeno 1 - 10
of 6 962
pro vyhledávání: '"mathematical knowledge"'
Publikováno v:
International Journal of Educational Innovation and Research, Vol 3, Iss 2, Pp 129-144 (2024)
The study analyzed the impact of professional standards on quality teaching and learning strategies among mathematics teachers in Ghana. 365 teachers from selected secondary schools in Greater Kumasi of the Ashanti Region were evaluated using structu
Externí odkaz:
https://doaj.org/article/0c711bc18ca64ce0b893affe72579924
Autor:
Yasemin Copur-Gencturk, Sebnem Atabas
Publikováno v:
International Journal of STEM Education, Vol 11, Iss 1, Pp 1-26 (2024)
Abstract Background What and how teachers learn through teaching without external guidance has long been of interest to researchers. Yet limited research has been conducted to investigate how learning through teaching occurs. The microgenetic approac
Externí odkaz:
https://doaj.org/article/90b4e6fb265d4f2dbbae6c097d4e0365
Autor:
Hamsa Venkat, Corin D. Mathews
Publikováno v:
South African Journal of Childhood Education, Vol 14, Iss 1, Pp e1-e9 (2024)
Background: Initial teacher education (ITE) research in South Africa shows gaps in pre-service teachers’ (PSTs) primary mathematics knowledge. Aim: We study the mental mathematics understandings and teaching experiences of three PSTs who achieved
Externí odkaz:
https://doaj.org/article/a52a18a03e8f42f4bc507eeeca7896ab
Autor:
Nataly Pincheira, Ángel Alsina
Publikováno v:
Journal on Mathematics Education, Vol 15, Iss 2, Pp 639-660 (2024)
Research about the optimal methodologies for guiding the training of primary school instructors in the instruction of early algebra remains in the process of determination. This manuscript delineates the methodology involved in developing and validat
Externí odkaz:
https://doaj.org/article/4107137915944ea39d6d643d901e3583
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
This research explores the impact of integrating Reflective Pedagogy within Mathematical Knowledge for Teaching (MKT), framed by the TPACK model, on enhancing mathematics proficiency in Rwandan Teacher Training Colleges (TTCs). The study involved 433
Externí odkaz:
https://doaj.org/article/498d361e9f4647fbb8315a695c47ee6e
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
AbstractHigher education institutions are responsible for delivering university-level mathematical knowledge to prospective mathematics teachers in a manner relevant to their future professional practice for teaching a core competency of 4C skills. T
Externí odkaz:
https://doaj.org/article/71c8a070680b4ca3ba84d8f7b090ac5a
Autor:
Hardi Sigus, Kaja Mädamürk
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Extra-mathematical knowledge is often overlooked when investigating mathematical skills. This study explores profiles of mathematical skills and associations with extra-mathematical knowledge and the understanding of complex sentences. The study invo
Externí odkaz:
https://doaj.org/article/bdc092fd8f5b4695af4a0627cbd78613
Akademický článek
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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