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What sorts of mathematics competencies must teachers have in order
to teach the discipline well? This book offers a novel take on the
question. Most research is focused on explicit knowledge-that is,
on the sorts of insights that might be specified, catalogued,
taught, and tested. In contrast, this book focuses on the tacit
dimensions of teachers' mathematics knowledge that precede and
enable their competencies with formal mathematics. It highlights
the complexity of this knowledge and offers strategies to uncover
it, analyze it, and re-synthesize it in ways that will make it more
available for teaching. Emerging from 10 years of collaborative
inquiry with practicing teachers, it is simultaneously informed by
the most recent research and anchored to the realities of teachers'
lives in classrooms.
What sorts of mathematics competencies must teachers have in order
to teach the discipline well? This book offers a novel take on the
question. Most research is focused on explicit knowledge-that is,
on the sorts of insights that might be specified, catalogued,
taught, and tested. In contrast, this book focuses on the tacit
dimensions of teachers' mathematics knowledge that precede and
enable their competencies with formal mathematics. It highlights
the complexity of this knowledge and offers strategies to uncover
it, analyze it, and re-synthesize it in ways that will make it more
available for teaching. Emerging from 10 years of collaborative
inquiry with practicing teachers, it is simultaneously informed by
the most recent research and anchored to the realities of teachers'
lives in classrooms.
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