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Teaching mathematics for social justice: examining preservice teachers’ conceptions. (English)
J. Math. Educ. Teach. Coll. 7, No. 1, 27-34 (2016).
Classification: C69 C29 D39
41
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. (English)
ZDM, Math. Educ. 48, No. 1-2, 153-165 (2016).
Classification: C49 C29 D40 C70
42
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video). (English)
ZDM, Math. Educ. 48, No. 1-2, 111-124 (2016).
Classification: C49 C29 C39 C70 D20 U89
43
Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. (English)
ZDM, Math. Educ. 48, No. 1-2, 125-137 (2016).
Classification: C29 C49 C39
44
Establishing validity of the Thai mathematics teaching efficacy beliefs instrument. (English)
Sch. Sci. Math. 116, No. 3, 164-172 (2016).
Classification: C29
45
Development and validation of the mathematics teachers’ beliefs about English language learners survey (MTBELL). (English)
Sch. Sci. Math. 116, No. 2, 83-94 (2016).
Classification: C29 C50 C60
46
Measuring pre-service teachers’ self-efficacy in tutoring children in primary mathematics: an instrument. (English)
Res. Math. Educ. 18, No. 1, 61-79 (2016).
Classification: C29 C49 D20
47
Challenging teacher beliefs about student engagement in mathematics. (English)
J. Math. Teach. Educ. 19, No. 1, 33-55 (2016).
Classification: C29 C33
48
Exploring the use of educational technology in primary education: teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. (English)
Comput. Hum. Behav. 56, 21-28 (2016).
Classification: U72 C29
49
Influential factors on preservice teachers’ intentions to use ICT in future lessons. (English)
Comput. Hum. Behav. 56, 170-178 (2016).
Classification: U70 C29
50
“When I hear literacy”: using pre-service teachers’ perceptions of mathematical literacy to inform program changes in teacher education. (English)
Teach. Teach. Educ. 53, 63-74 (2016).
Classification: C29 D39
51
Math ‒ no thanks? Interest, beliefs and learning strategies in the study of mathematics of primary teacher students with compulsory subject. (Mathe ‒ nein danke? Interesse, Beliefs und Lernstrategien im Mathematikstudium bei Grundschullehramtsstudierenden mit Pflichtfach.) (German)
Hoppenbrock, Axel (ed.) et al., Lehren und Lernen von Mathematik in der Studieneingangsphase. Herausforderungen und Lösungsansätze. Wiesbaden: Springer Spektrum (ISBN 978-3-658-10260-9/pbk; 978-3-658-10261-6/ebook). Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, 567-583 (2016).
Classification: C29 C39
52
Teachers’ interpretation of mathematics goals in Swedish preschools. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 397-417 (2016).
Classification: D31 C29
53
Measurement of job motivation in TEDS-M: testing for invariance across countries and cultures. (English)
Large-Scale Assess. Educ. 4, No. 1, Article No. 16, 17 p., electronic only (2016).
Classification: C29 C69
54
Curriculum enactment patterns and associated factors from teachers’ perspectives. (English)
Math. Educ. Res. J. 28, No. 4, 585-614 (2016).
Classification: D40 C39 C29 D30
55
Examining and elaborating upon the nature of elementary prospective teachers’ conceptions of partitive division with fractions. (English)
J. Math. Teach. Educ. 19, No. 6, 503-522 (2016).
Classification: C29 F40
56
Paraprofessionals in Cyprus and England: perceptions of their role in supporting primary school mathematics. (English)
Res. Math. Educ. 18, No. 3, 249-266 (2016).
Classification: C29
57
Pre-service teachers’ developing conceptions about the nature and pedagogy of mathematical modeling in the context of a mathematical modeling course. (English)
Math. Think. Learn. 18, No. 4, 287-314 (2016).
Classification: M19 C39 C29
58
Inductive and deductive justification of knowledge: flexible judgments underneath stable beliefs in teacher education. (English)
Math. Think. Learn. 18, No. 4, 271-286 (2016).
Classification: C29 D60
59
Mathematicians’ and math educators’ views on “doing mathematics”. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 26, No. 8, 753-769 (2016).
Classification: C25 C29 D45 D35
60

Result 41 to 60 of 1327 total

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