入伍仪式
发表于 2025-3-25 05:05:45
Professional Learning Tasks Through Job-Embedded Teacher Professional Development,s) that can be designed to prompt teachers to consider the challenging aspects of instructional situations and consider solutions to pedagogical dilemmas and explore pedagogical possibilities. In this chapter, we build on Ed Silver’s idea of how PLTs can “bridge” teachers’ lived experiences in their
Ordeal
发表于 2025-3-25 10:41:53
To What Extent Are Open Problems Open? Interplay Between Problem Context and Structure,Observation of the distinction between open-end and open-start problems leads us to draw a distinction between Multiple Solution Strategies Tasks (MSTs) and Multiple Solution Outcomes Tasks (MOTs). Whereas MSTs are inherently open, MOTs are not necessarily open ended. Their openness depends on the f
corn732
发表于 2025-3-25 13:51:36
The Researcher and the Practitioner: Stories About Establishing Pipelines, Building Bridges, and Cr studies under the tutelage of Dr. Edward A. Silver. Her “stories” (as she calls them) involved how she as a practitioner learned to navigate in the world of the researcher. Examples are from her doctoral class assignments, her interactions with mathematics education researchers, her dissertation st
案发地点
发表于 2025-3-25 18:05:40
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nerve-sparing
发表于 2025-3-25 20:52:31
,From Mathematical Tasks to Research–Practice Partnerships: A Look at Edward Silver’s Influence on Oever, most professional development efforts are sporadic and unsustained, ending long before shifts in teacher practice take root. Moreover, limited resources and school- and district-level infrastructures that are not optimally designed to support instructional improvement can constrain professiona
avenge
发表于 2025-3-26 02:07:42
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reject
发表于 2025-3-26 05:39:16
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GIBE
发表于 2025-3-26 11:54:56
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MUTE
发表于 2025-3-26 13:22:11
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治愈
发表于 2025-3-26 18:44:49
,A Critical Discursive Framework for Analyzing the Views About Mathematics Being Promoted by Mathemaungary, 1988) identified three views about mathematics that emerged from empirical studies exploring the mathematical beliefs held by teachers: the ., the ., and the .. Teachers’ views about mathematics are developed over time and are influenced by a range of factors. An important influence comes fr