伦理学
发表于 2025-3-26 21:07:56
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animated
发表于 2025-3-27 01:58:39
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CIS
发表于 2025-3-27 07:58:19
The Structure of Student Teaching Can Change the Focus to Students’ Mathematical Thinkingnity to grapple with the elicitation, interpretation and use of student mathematical thinking during class discussion. Although there is still room for improvement, our model provides an existence proof that the focus of the student teaching experience can indeed be altered and improved.
丰富
发表于 2025-3-27 11:12:40
Diagnosis-Based Adaptations of Mathematics Lessons: Analysis of the Implementation by Prospective Tedeveloped, describing their interpretations of the diagnosis, the modifications of the planned lessons and their justifications. Afterwards, eight different, recurrent types of decisions were identified. With these results it was possible to generate a process model, which helps to understand how the prospective teachers came to their decisions.
organic-matrix
发表于 2025-3-27 17:09:53
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不能平静
发表于 2025-3-27 18:49:30
Nurturing Knowledge of Mathematical Modeling for Teaching in instruction, absence of extensive experiences with mathematical modeling in the course of their own mathematical preparation served as a barrier to their ability to access specific pedagogical actions they believed could be used in their instruction.
BRINK
发表于 2025-3-28 01:06:55
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广大
发表于 2025-3-28 02:34:01
Marking Mathematics Exams. A Tool for Secondary Teacher Educationarking practices. Furthermore, we design and implement a first cycle of Action Research involving a sequence of activities focused on different aspects of the marking process. This sequence of activities helps prospective teachers to realize that marking exams is a complex activity that requires reflection and specific education.
挥舞
发表于 2025-3-28 09:48:48
Marilyn E. Strutchens,Rongjin Huang,Leticia LosanoShows that issues related to mathematics teacher education are very similar around the world..Discusses significant new trends and development in research..Presents novel theoretical perspectives
鬼魂
发表于 2025-3-28 11:39:14
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