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Operationalising Wenger’s communities of practice theory for use in multilingual mathematics teacher education contexts. (English)
Halai, Anjum (ed.) et al., Teaching and learning mathematics in multilingual classrooms. Issues for policy, practice and teacher education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk; 978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 173-193 (2016).
Classification: C59 C79
1
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? (English)
Learn. Instr. 43, 39-51 (2016).
Classification: C29 C79 C39
2
Professional noticing practices of novice mathematics teacher educators. (English)
Int. J. Sci. Math. Educ. 14, No. 1, 217-241 (2016).
Classification: C79 D49 C39 C49
3
Roles of a teacher and researcher during in situ professional development around the implementation of mathematical modeling tasks. (English)
J. Math. Teach. Educ. 19, No. 2-3, 277-295 (2016).
Classification: C79 M10 B50
4
Teachers and their educators ‒ views on contents and their development needs in mathematics teacher education. (English)
Math. Enthus. 13, No. 1-2, 149-170 (2016).
Classification: B50 D39 C79
5
Revisiting students’ perceptions of feedback on one mathematics enhancement course. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 84-89 (2015).
Classification: C29 D49 C79
6
Professional noticing: learning to teach responsively. (English)
Math. Teach. Middle Sch. 21, No. 4, 238-243 (2015).
Classification: C49 C79
7
Narratives of micro-politics obstructing the professional development of mathematics teachers. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 95-103 (2015).
Classification: B50 C79 D49
8
Lesson studies in Danish teacher education. (Lektionsstudier i dansk læreruddannelse.) (Danish. English summary)
Nord. Mat.didakt. 20, No. 1, 77-98 (2015).
Classification: D49 C79 B50
9
A randomized trial of lesson study with mathematical resource kits: analysis of impact on teachers’ beliefs and learning community. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 133-158 (2015).
Classification: C79 C69 C29 D39 F40 D20
10
Where low and high inference data converge: validation of CLASS assessment of mathematics instruction using mobile eye tracking with expert and novice teachers. (English)
Int. J. Sci. Math. Educ. 13, No. 2, 389-403 (2015).
Classification: D69 C79 U89 C49
11
Different modes in teachers’ discussions of students’ mathematical texts. (English)
Teach. Teach. Educ. 51, 68-76 (2015).
Classification: C50 E40 C79
12
Music-themed mathematics education as a strategy for improving elementary preservice teachers’ mathematics pedagogy and teaching self-efficacy. (English)
J. Math. Educ. Teach. Coll. 6, No. 1, 9-24 (2015).
Classification: M89 B50 C79 D39
13
The relationship between quality of discourse during teacher induction classes and beginning teachers’ beliefs. (English)
Eur. J. Psychol. Educ. 30, No. 1, 41-61 (2015).
Classification: C29 D39 D49 C79
14
Teachers of mathematics: those who mediate and those who are mediated. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 303-310 (2014).
Classification: C29 C79 C69 B50
15
Investigating area and volume instruction for prospective teachers: a lesson experiment. (English)
Math. Educ. (Ank.) 9, No. 2, 113-134 (2014).
Classification: B52 G39 C39 C79
16
Lesson study with mathematical resources: a sustainable model for locally-led teacher professional learning. (English)
Math. Teach. Educ. Dev. 16, No. 1, 22-42, electronic only (2014).
Classification: D39 F49 C79
17
Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? (English)
Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 33-40 (2014).
Classification: D69 C79 D39
18
Mathematics teaching: listening, probing, interpreting and responding to children’s thinking. (English)
Investig. Math. Learn. 6, No. 3, 1-28 (2014).
Classification: C79 D40 D39 C29
19
An analysis of strengths and weaknesses in the study of elementary mathematics lessons via a teacher learning community. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 17, No. 3, 189-203 (2014).
Classification: C79 D39 D49
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