Titlebook: Research Trends in Mathematics Teacher Education; Jane-Jane Lo,Keith R. Leatham,Laura R.‘Van Zoest Book 2014 Springer International Publis

intercede

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

大门在汇总

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

惹人反感

轻触

muster

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

Tonometry

走调

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