Titlebook: Constructing Knowledge for Teaching Secondary Mathematics; Tasks to enhance pro Orit Zaslavsky,Peter Sullivan Book 2011 Springer Science+Bu

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Bridging Between Mathematics and Education Courses: Strategy Games as Generators of Problem Solving rograms for training prospective high-school mathematics teachers commonly consist. They often are given in separate departments, with very little, if any, coordination among the instructors. Four independent problem solving centered bridging courses are described. They differ in the context which g

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CAMEO

Learning from the Key Tasks of Lesson Studyving the teaching of a particular topic, lesson study is designed to build the skills, habits of mind, tools, and culture for teachers to learn daily from colleagues, students, and curriculum materials. This chapter describes the five core tasks within the lesson study cycle: developing the research

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Mathematical Problem Solving: Linking Theory and Practicepart of their teacher education at the National Institute of Education, undertake a 96 hour course called Teaching and Learning of Mathematics. Throughout the course, as part of the study of content and pedagogy of various topics of secondary mathematics, they are engaged in solving mathematical pro

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HEED

Technology Integration in Secondary Mathematics: Enhancing the Professionalisation of Prospective Terning, and there is growing recognition that university teacher education programs must integrate technology into their own curricula to ensure that prospective teachers are adequately prepared. This chapter offers an analysis of a task that has proven successful in preparing prospective teachers to

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Book 2011y, 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

Iniquitous

1573-5990 ce. 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 978-1-4614-2863-3978-0-387-09812-8Series ISSN 1573-5990 Series E-ISSN 2543-0017

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