This open access book investigates current issues related to the
evolution of research on teaching mathematics and examines up to
thirty years of presage-process-product research (PPPR) in
mathematics with respect to conceptualization, instrumentation, and
design. The book discusses the theoretical and methodological
challenges associated with PPPR, critically reviews current
research, and explores the likely direction of further developments
to identify future paths for research on high-quality mathematics
teaching in the digital era. Subjects that are covered in this work
focus on the relationships between 1) student learning outcomes
measured upon completion of the mathematics teaching; 2) student
learning activities in the classroom; 3) interactive mathematics
teacher activities, and best practices in mathematics classrooms
conducted in the presence of students; 4) pre-post-active
mathematics teacher activities such as planning, assessment, and
other teaching-related activities outside of the classroom; 5)
mathematics teachers’ competencies, knowledge, and skills; and 6)
mathematics teachers’ characteristics, including beliefs,
attitudes, and motivation. This book discusses the evolution of
such research in mathematics teaching and teacher education in the
digital era and is of interest to researchers exploring the field
of mathematics teaching and mathematics teacher education as well
as educators.
General
| Imprint: |
Springer International Publishing AG
|
| Country of origin: |
Switzerland |
| Series: |
Mathematics Education in the Digital Era, 22 |
| Release date: |
September 2023 |
| First published: |
2023 |
| Editors: |
Agida Manizade
• Nils Buchholtz
• Kim Beswick
|
| Dimensions: |
235 x 155mm (L x W) |
| Pages: |
381 |
| Edition: |
1st ed. 2023 |
| ISBN-13: |
978-3-03-131195-6 |
| Categories: |
Books
|
| LSN: |
3-03-131195-7 |
| Barcode: |
9783031311956 |
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