Infraction
发表于 2025-3-25 03:27:44
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傀儡
发表于 2025-3-25 07:48:49
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赦免
发表于 2025-3-25 14:09:21
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bile648
发表于 2025-3-25 19:19:12
https://doi.org/10.1007/978-3-319-27959-6ormal diagnostic situations (evaluating tasks and students’ solutions) are identified empirically and described theoretically. The findings show that the teachers in the study proceed predominantly in a systematic way and use a variety of different types of mathematical knowledge.
出价
发表于 2025-3-25 23:19:37
Bernard Zappoli,Daniel Beysens,Yves Garrabos paths in various mathematical domains. The use of such interviews also provides a model for teachers’ interactions and discussions with children in classrooms, building both pedagogical content knowledge and subject matter knowledge.
同谋
发表于 2025-3-26 00:42:47
Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Constructrocesses. These approaches are discussed with respect to their advantages, restrictions as well as some of their main findings and they are allocated within an overarching model of diagnostic competence as a continuum, comprising diagnostic dispositions, diagnostic thinking and diagnostic performance.
易碎
发表于 2025-3-26 07:30:59
Diagnostic Skills of Mathematics Teachers in the COACTIV Studyn school types. The chapter concludes with structural equation models in which the predictive validity of diagnostic skills for mathematical achievement of students is analyzed (both with black box and with mediation models).
irritation
发表于 2025-3-26 10:28:57
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通便
发表于 2025-3-26 16:02:25
Supporting Mathematics Teachers’ Diagnostic Competence Through the Use of One-to-One, Task-Based Ass paths in various mathematical domains. The use of such interviews also provides a model for teachers’ interactions and discussions with children in classrooms, building both pedagogical content knowledge and subject matter knowledge.
亲属
发表于 2025-3-26 18:22:02
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