| 书目名称 | Constructing Knowledge for Teaching Secondary Mathematics | | 副标题 | Tasks to enhance pro | | 编辑 | Orit Zaslavsky,Peter Sullivan | | 视频video | | | 概述 | Central to the work of teacher educators.Outlines tasks that Teacher Educators can incorporate into both pre-service and in-service teacher education programs.Significance for practice.Presents practi | | 丛书名称 | Mathematics Teacher Education | | 图书封面 |  | | 描述 | .Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents....This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice)....This edited volume | | 出版日期 | Book 2011 | | 关键词 | Barriers to Student Learning; Designing and Solving Problems; Inventive Ideas; Student Dispositions; Stu | | 版次 | 1 | | doi | https://doi.org/10.1007/978-0-387-09812-8 | | isbn_softcover | 978-1-4614-2863-3 | | isbn_ebook | 978-0-387-09812-8Series ISSN 1573-5990 Series E-ISSN 2543-0017 | | issn_series | 1573-5990 | | copyright | Springer Science+Business Media LLC 2011 |
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发表于 2025-3-21 16:45:33
