Titlebook: Mathematics Teaching and Learning; South Korean Element Rina Kim,Lillie R. Albert Book 2015 Springer International Publishing Switzerland 2

解毒药

书目名称Mathematics Teaching and Learning影响因子(影响力)




书目名称Mathematics Teaching and Learning影响因子(影响力)学科排名




书目名称Mathematics Teaching and Learning网络公开度




书目名称Mathematics Teaching and Learning网络公开度学科排名




书目名称Mathematics Teaching and Learning被引频次




书目名称Mathematics Teaching and Learning被引频次学科排名




书目名称Mathematics Teaching and Learning年度引用




书目名称Mathematics Teaching and Learning年度引用学科排名




书目名称Mathematics Teaching and Learning读者反馈




书目名称Mathematics Teaching and Learning读者反馈学科排名

萤火虫

Graduated

Knowledge for Teaching Mathematics Categories IV and V: Mathematics Pedagogical Content Knowledge aics pedagogical content knowledge is discussed. From the analysis of lesson plans, we presented several multilayer models that illustrated how mathematics pedagogical content knowledge along with mathematics pedagogical procedural knowledge influenced planning and teaching.

Chipmunk

集中营

Methodological Approaches,ructed to illustrate how the categories of knowledge were inclusive of mathematics pedagogical content knowledge and how these categories influenced mathematics instruction. In the phases of analyzing data, member-checking strategies and data triangulation were applied to limit researcher’s bias.

神化怪物

Triglyceride

Introduction,uses on 11 South Korean elementary teachers. Included in this chapter are the purpose of the study and a discussion of the conceptual framework, which guided the various components of the research, such as preparing lessons, classroom teaching, and assessing student learning.

残忍

A Pedagogical Overview of Relevant Literature, major sections: sociocultural theory, a history of research on teachers’ knowledge for teaching mathematics, studies about elementary teachers’ knowledge for teaching mathematics, and an interpretive summary and critical analysis. Taken together, these sections of literature provide a historical and theoretical context for this study.

Mercantile

Knowledge for Teaching Mathematics Category I: Mathematics Curriculum Knowledge,e that the teachers’ Mathematics curriculum knowledge served as a catalyst for investigating their students’ mathematical backgrounds and experiences. In particular, Mathematics curriculum knowledge provided the scope of the content to consider when the teachers worked with their students to help them make mathematical connections.

同谋