intercede
发表于 2025-3-23 10:20:20
Understanding Preservice Teachers’ Curricular KnowledgeEducational Researcher, 15(2):4–14, 1986) and curriculum use practices. In this chapter, we present PSTs’ responses to a set of questions that elicited their knowledge and practices for reading, evaluating, and adapting a .-based curriculum lesson. The questions are related to the goals and purposes
ACTIN
发表于 2025-3-23 15:21:29
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大门在汇总
发表于 2025-3-23 21:00:46
Using Coordination Classes to Analyze Preservice Middle-Grades Teachers’ Difficulties in Determiningn which two quantities do . covary in a fixed ratio relationship. In the present study, preservice middle-grades mathematics teachers (. = 28) evidenced similar difficulties in a content and methods course. In particular, they correctly explained relationships between quantities that were not direct
间接
发表于 2025-3-24 01:53:24
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惹人反感
发表于 2025-3-24 04:30:26
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轻触
发表于 2025-3-24 10:14:13
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muster
发表于 2025-3-24 13:44:42
Teachers, Attributions, and Students’ Mathematical Workcal thinking and learning through studying a mathematics learning trajectory. Through an examination of teachers’ discourse in 60 h of school-based professional development, we identify eight attributions that participating elementary teachers use to discuss students’ mathematical successes or failu
optic-nerve
发表于 2025-3-24 15:50:37
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Tonometry
发表于 2025-3-24 20:25:03
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走调
发表于 2025-3-25 02:41:01
Commentary on Section 2: Attending to Teachers in Mathematics Teacher Education Researchpters make clear the central role that teachers play in shaping student learning. In this chapter, I identify implications of these studies for teacher education, including the need for teacher educators to embrace reality, facilitate discourse, abandon deficit models of teachers, and recognize mult