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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.
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.
Diese Festschrift anlasslich Gabriele Kaisers 70. Geburtstags fuhrt
Beitrage von mathematikdidaktischen Forscherinnen und Forschern
zusammen, denen Gabriele Kaiser in ihrer eigenen wissenschaftlichen
Laufbahn die entscheidenden Impulse gegeben hat, und die heute auf
die gemeinsame Zeit mit Gabriele zuruckblicken. Im Laufe der Jahre
pragten dabei unterschiedliche mathematikdidaktische Schwerpunkte
das wissenschaftliche Werk von Gabriele Kaiser. Entsprechend
vereinigt die Festschrift Beitrage zur Mathematischen Modellierung,
zur Lehrerprofessionsforschung und zum Umgang mit Heterogenitat.
Does the Nordic model of education still stand by its original
principles and safeguard education for all? This Open Access volume
is a carefully crafted collection of chapters that investigate the
different aspects of equity, equality and diversity across the
education systems in the Nordic countries. Based on data from
various national and international large-scale assessments, the
volume provides a better understanding of both the functions and
foundations of the Nordic model, along with how the concepts
mentioned above are enacted in practice. Across the chapters, data
from different national and international large-scale assessment
studies are used for cross- and single-country analyses on a
variety of issues related to equity, equality and inequality in
diverse educational settings. The investigations address different
subject domains (i.e., mathematics, science, reading), age and
grade groups, but also issues related to teachers and the schools
themselves. In addition to these empirical chapters, the book
addresses the theoretical and methodological underpinnings of the
ideas and tools embedded in the phenomena of equity and equality
and how they have met in the Nordic model of education.
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