Titlebook: Exploring the Mathematical Education of Teachers Using TEDS-M Data; Maria Teresa Tatto,Michael C. Rodriguez,Kiril Bank Book 2018 Springer

出没

Joseph Thachil George,Meghna Joseph Georgeparticular, the OTL how to (a) make distinctions between procedural and conceptual knowledge and (b) show why a procedure works, were significantly related to PSTs’ knowledge for teaching mathematics between programs in the United States and Russia, respectively. The OTL how to show why procedures w

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Human-Computer Interface Designles and graphical illustrations. Instruments to capture the demographic and outcome variables of interest in TEDS-M did not exist, much less for use internationally, so TEDS-M researchers had to create, validate, and interpret appropriate measurements for the target populations. Importantly, the TED

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sentative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs.  The study addresses the central import978-3-030-06372-6978-3-319-92144-0

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Book 2018re teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international setti

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Personalization in the Digital Eraematics content knowledge and mathematics pedagogical content knowledge. The study found evidence that primary candidates’ knowledge seems to be affected by the content of mathematics courses taken and by the number of topics addressed and their OTL in mathematics methods courses.

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The Intended, Implemented, and Achieved Curriculum of Mathematics Teacher Education in the United Stuture teachers’ knowledge at graduation (as indicators of the achieved curriculum)..We discuss the implications of our findings for the study of the teacher education curriculum in an era of increased accountability.

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How Primary Future Teachers’ Knowledge Is Shaped by Teacher Preparationematics content knowledge and mathematics pedagogical content knowledge. The study found evidence that primary candidates’ knowledge seems to be affected by the content of mathematics courses taken and by the number of topics addressed and their OTL in mathematics methods courses.