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Result 1 to 20 of 45 total

Exploring preservice mathematics teachers’ perception of the mathematics teacher through communities of practice. (English)
Math. Teach. Educ. Dev. 18, No. 1, 7-51 (2016).
Classification: C29 D49
1
ICME international survey on teachers working and learning through collaboration: June 2016. (English)
ZDM, Math. Educ. 48, No. 5, 651-690 (2016).
Classification: D49 B50
2
The relationship between individual and collective documentation: incidents, knowledge and mathematical resources. (L’étude des rapports entre documentations individuelle et collective: incidents, connaissances et ressources mathematiques.) (French. English summary, Spanish summary)
Rech. Didact. Math. 36, No. 1, 49-95 (2016).
Classification: D39 D40 B50 F20 U20
3
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
4
Supporting mathematics instruction through community. (English)
Math. Teach. Middle Sch. 21, No. 5, 288-294 (2015).
Classification: C73 D43 B53
5
Increasing awareness of practice through interaction across communities: the lived experiences of a mathematician and mathematics teacher educator. (English)
J. Math. Teach. Educ. 18, No. 3, 231-252 (2015).
Classification: B50 B40 D39 C20
6
Preparing students for the extended numeracy demands of the modern workplace. (English)
Barmby, P. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 1. Proceedings of the day conference, King’s College, London, UK, March 1, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 61-66 (2014).
Classification: D30 D50
7
Features of successful calculus programs at five doctoral degree granting institutions. (English)
Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 33-40 (2014).
Classification: D35 B40
8
Mathematical activities in a social learning framework: how multimodality works in a community of practice. (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). 65-72 (2014).
Classification: D30 D40 U70
9
Creating opportunities to learn in mathematics education: a sociocultural perspective. (English)
Math. Educ. Res. J. 26, No. 3, 439-457 (2014).
Classification: C30 C60
10
Crossing new uncharted territory: shifts in academic identity as a result of modifying teaching practice in undergraduate mathematics. (English)
Int. J. Math. Educ. Sci. Technol. 45, No. 6, 827-838 (2014).
Classification: C25 D45
11
Digital technology and mid-adopting teachers’ professional development: a case study. (English)
Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 189-212 (2014).
Classification: U70 D39 C70
12
Theorising community of practice and community of inquiry in the context of teaching-learning mathematics at university. (English)
Res. Math. Educ. 16, No. 2, 177-181 (2014).
Classification: D25
13
Communities in university mathematics. (English)
Res. Math. Educ. 16, No. 2, 161-176 (2014).
Classification: D25
14
Researcher-teacher relationships and models for teaching development in mathematics education. (English)
ZDM, Int. J. Math. Educ. 46, No. 2, 189-200 (2014).
Classification: D20 D30 D40 B50
15
The impact of participation in a community of practice on teachers’ professional development concerning the use of ICT in the classroom. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 81-88 (2013).
Classification: U70 U50 B50 C39
16
Connecting social perspectives on mathematics teacher education in online environments. (English)
ZDM, Int. J. Math. Educ. 44, No. 6, 705-715 (2012).
Classification: B50 U59
17
Teachers of mathematics to mathematics teachers: a TDA mathematics development programme for teachers. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol.31, No. 3. Proceedings of the day conference, Oxford, UK, November 2011. London: British Society for Research into Learning Mathematics (BSRLM). 29-34 (2011).
Classification: B50
18
Statistics education and power relations in communities of practice. (A educação estatística e as relações de poder em comunidades de prática.) (Portuguese. English summary)
Bolema 24, No. 39, 351-366 (2011).
Classification: K10 C60
19
Designing representations of trigonometry instruction to study the rationality of community college teaching. (English)
ZDM, Int. J. Math. Educ. 43, No. 1, 41-52 (2011).
Classification: G60 C70 D40 D20
20
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