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This book examines new trends and developments in research related
to the mathematical education of pre-service elementary teachers,
and explores the implications of these research advances for theory
and practice in teacher education. The book is organized around the
following four overarching themes: pre-service teachers'
mathematics content and mathematics-specific pedagogical
preparation; professional growth through activities and assessment
tools used in mathematics teacher preparation programs; pre-service
mathematics teachers' knowledge and beliefs; and perspectives on
noticing in the preparation of elementary mathematics teachers.
Including contributions from researchers working in 11 different
countries, the book offers a forum for discussing and debating the
state of the art regarding the mathematical preparation of
pre-service elementary teachers. By presenting and discussing the
findings of research conducted in different countries, the book
offers also opportunities to readers to learn about varying teacher
education practices around the world, such as: innovative practices
in advancing or assessing teachers' knowledge and beliefs,
similarities and differences in the formal mathematics education of
teachers, types of and routes in teacher education, and factors
that can influence similarities or differences.
This book examines new trends and developments in research related
to the mathematical education of pre-service elementary teachers,
and explores the implications of these research advances for theory
and practice in teacher education. The book is organized around the
following four overarching themes: pre-service teachers'
mathematics content and mathematics-specific pedagogical
preparation; professional growth through activities and assessment
tools used in mathematics teacher preparation programs; pre-service
mathematics teachers' knowledge and beliefs; and perspectives on
noticing in the preparation of elementary mathematics teachers.
Including contributions from researchers working in 11 different
countries, the book offers a forum for discussing and debating the
state of the art regarding the mathematical preparation of
pre-service elementary teachers. By presenting and discussing the
findings of research conducted in different countries, the book
offers also opportunities to readers to learn about varying teacher
education practices around the world, such as: innovative practices
in advancing or assessing teachers' knowledge and beliefs,
similarities and differences in the formal mathematics education of
teachers, types of and routes in teacher education, and factors
that can influence similarities or differences.
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