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Mathematics teaching and professional development of mathematics
teachers are areas where research has increased substantially in
recent years. In this dynamic field, mathematics teaching
practices, pedagogical knowledge of mathematics teachers and
professional development via collaboration between mathematics
teachers have emerged as vital domains of inquiry. Professional
Development and Knowledge of Mathematics Teachers addresses the
underlying characteristics of mathematics teacher education, and
those professional development contexts that have a positive impact
on teachers' professional learning. Recognizing the impact of
broader institutional settings on mathematics teaching and teacher
professional development, the editors suggest bridging the gaps
between theoretical practices and methodological approaches in the
field by focusing on and conceptualizing the following relational
factors: The study of mathematics teaching and classroom situations
Researching teacher and teacher educator knowledge, since these
issues inform the quality of mathematics teaching directly
Mathematics teacher education and professional development,
focusing on design principles and the impact they have on teacher
professional learning Combining central issues of mathematics
teaching, knowledge and professional development, the chapters in
this volume address each of the above factors and provide profound
considerations on both theoretical and practical levels. This book
will be an essential resource for researchers, teachers and
students working in the fields of mathematics teaching and
mathematics teacher professional development.
Mathematics teaching and professional development of mathematics
teachers are areas where research has increased substantially in
recent years. In this dynamic field, mathematics teaching
practices, pedagogical knowledge of mathematics teachers and
professional development via collaboration between mathematics
teachers have emerged as vital domains of inquiry. Professional
Development and Knowledge of Mathematics Teachers addresses the
underlying characteristics of mathematics teacher education, and
those professional development contexts that have a positive impact
on teachers' professional learning. Recognizing the impact of
broader institutional settings on mathematics teaching and teacher
professional development, the editors suggest bridging the gaps
between theoretical practices and methodological approaches in the
field by focusing on and conceptualizing the following relational
factors: The study of mathematics teaching and classroom situations
Researching teacher and teacher educator knowledge, since these
issues inform the quality of mathematics teaching directly
Mathematics teacher education and professional development,
focusing on design principles and the impact they have on teacher
professional learning Combining central issues of mathematics
teaching, knowledge and professional development, the chapters in
this volume address each of the above factors and provide profound
considerations on both theoretical and practical levels. This book
will be an essential resource for researchers, teachers and
students working in the fields of mathematics teaching and
mathematics teacher professional development.
This book highlights innovative approaches to preparing secondary
mathematics teachers. Based on empirical findings gathered in
several countries on five continents, it provides a wealth of best
practices for preparing secondary mathematics teachers, and
discusses issues related to their professional and personal growth,
such as identity, content knowledge, and pedagogical content
knowledge which also includes knowledge of integrating technology
into teaching and learning mathematics. Divided into four parts,
the book focuses on field experiences, technologies, tools and
resources, teacher knowledge, and teacher professional identities.
Some of the main threads running through the book are: the
importance of university and school partners working together to
ensure preservice secondary mathematics teacher' success in
developing pedagogical strategies that lead toward students'
mathematical engagement and achievement; the critical need for
preservice secondary mathematics teachers to develop strong content
knowledge and pedagogical content knowledge; and the importance of
providing opportunities, during pre-service education, for
developing prospective teachers professional identities.
This book highlights innovative approaches to preparing secondary
mathematics teachers. Based on empirical findings gathered in
several countries on five continents, it provides a wealth of best
practices for preparing secondary mathematics teachers, and
discusses issues related to their professional and personal growth,
such as identity, content knowledge, and pedagogical content
knowledge which also includes knowledge of integrating technology
into teaching and learning mathematics. Divided into four parts,
the book focuses on field experiences, technologies, tools and
resources, teacher knowledge, and teacher professional identities.
Some of the main threads running through the book are: the
importance of university and school partners working together to
ensure preservice secondary mathematics teacher' success in
developing pedagogical strategies that lead toward students'
mathematical engagement and achievement; the critical need for
preservice secondary mathematics teachers to develop strong content
knowledge and pedagogical content knowledge; and the importance of
providing opportunities, during pre-service education, for
developing prospective teachers professional identities.
This volume shares and discusses significant new trends and
developments in research and practices related to various aspects
of preparing prospective secondary mathematics teachers from
2005-2015. It provides both an overview of the current
state-of-the-art and outstanding recent research reports from an
international perspective. The authors completed a thorough review
of the literature by examining major journals in the field of
mathematics education, and other journals related to teacher
education and technology. The systematic review includes four major
themes: field experiences; technologies, tools and resources;
teachers' knowledge; and teachers' professional identities. Each of
them is presented regarding theoretical perspectives,
methodologies, and major findings. Then the authors discuss what is
known in the field and what we still need to know related to the
major topics.
Developing Research in Mathematics Education is the first book in
the series New Perspectives on Research in Mathematics Education,
to be produced in association with the prestigious European Society
for Research in Mathematics Education. This inaugural volume sets
out broad advances in research in mathematics education which have
accumulated over the last 20 years through the sustained exchange
of ideas and collaboration between researchers in the field. An
impressive range of contributors provide specifically European and
complementary global perspectives on major areas of research in the
field on topics that include: the content domains of arithmetic,
geometry, algebra, statistics, and probability; the mathematical
processes of proving and modeling; teaching and learning at
specific age levels from early years to university; teacher
education, teaching and classroom practices; special aspects of
teaching and learning mathematics such as creativity, affect,
diversity, technology and history; theoretical perspectives and
comparative approaches in mathematics education research. This book
is a fascinating compendium of state-of-the-art knowledge for all
mathematics education researchers, graduate students, teacher
educators and curriculum developers worldwide.
Developing Research in Mathematics Education is the first book in
the series New Perspectives on Research in Mathematics Education,
to be produced in association with the prestigious European Society
for Research in Mathematics Education. This inaugural volume sets
out broad advances in research in mathematics education which have
accumulated over the last 20 years through the sustained exchange
of ideas and collaboration between researchers in the field. An
impressive range of contributors provide specifically European and
complementary global perspectives on major areas of research in the
field on topics that include: the content domains of arithmetic,
geometry, algebra, statistics, and probability; the mathematical
processes of proving and modeling; teaching and learning at
specific age levels from early years to university; teacher
education, teaching and classroom practices; special aspects of
teaching and learning mathematics such as creativity, affect,
diversity, technology and history; theoretical perspectives and
comparative approaches in mathematics education research. This book
is a fascinating compendium of state-of-the-art knowledge for all
mathematics education researchers, graduate students, teacher
educators and curriculum developers worldwide.
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