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Result 1 to 20 of 189 total

Congruence between context and opportunities for professional development of mathematics teachers in the Philippines. (English)
Kaur, Berinderjeet (ed.) et al., Professional development of mathematics teachers. An Asian perspective. Singapore: Springer (ISBN 978-981-10-2596-9/hbk; 978-981-10-2598-3/ebook). Mathematics Education ‒ An Asian Perspective, 89-96 (2017).
Classification: B50 D39 D49
1
Improving statistical literacy. (Statistische Grundbildung fördern.) (German)
Math. Lehren 33, No. 197, 2-7 (2016).
Classification: K40 D30
2
Developing preservice elementary teachers’ specialized content knowledge: the case of associative property. (English)
Int. J. STEM Educ. 3, No. 1, Paper No. 9, 19 p., electronic only (2016).
Classification: D39 C39
3
The importance of subject knowledge for mathematics teaching: an analysis of feedback from subject knowledge enhancement courses. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 37-42 (2016).
Classification: D39
4
On the relevance of epistemological awareness for classroom practices of teachers. (Zur Bedeutung epistemologischer Bewusstheit für didaktisches Handeln von Lehrkräften.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 239-262 (2016).
Classification: D20 C70
5
Gender difference in teachers’ mathematical knowledge for teaching in the context of single-sex classrooms. (English)
Int. J. Sci. Math. Educ. 14, Suppl. 2, S383-S396 (2016).
Classification: C29 C39
6
Knowledge for equitable mathematics teaching: the case of Latino ELLs in U.S. schools. (English)
Math. Enthus. 13, No. 1-2, 111-129 (2016).
Classification: D69 D39 C50
7
Interview prompts to uncover mathematical knowledge for teaching: focus on providing written feedback. (English)
Math. Enthus. 13, No. 1-2, 71-92 (2016).
Classification: D69 D39
8
Assessing mathematical knowledge for teaching: the role of teaching context. (English)
Math. Enthus. 13, No. 1-2, 52-70 (2016).
Classification: D69 D39
9
What does it take to develop assessments of mathematical knowledge for teaching?: Unpacking the mathematical work of teaching. (English)
Math. Enthus. 13, No. 1-2, 35-51 (2016).
Classification: D69 D39
10
Reflective analysis as a tool for task redesign: the case of prospective elementary teachers solving and posing fraction comparison problems. (English)
J. Math. Teach. Educ. 19, No. 2-3, 123-148 (2016).
Classification: D59 F40 B50
11
Making progress on mathematical knowledge for teaching. (English)
Math. Enthus. 13, No. 1-2, 3-34 (2016).
Classification: D39 B50
12
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
13
Developing mathematical knowledge for teaching (MKT) for pre-service teachers: a study of students’ developing thinking in relation to the teaching of mathematics. (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). 54-59 (2015).
Classification: D39
14
Mathematics teachers that can prepare learners for the transition to real-life and tertiary mathematics. (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, 301-306 (2015).
Classification: M10 D30 D70
15
Analysis of mathematics preservice teachers’ mathematical content knowledge based on PISA 2012 items. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 54, No. 3, 207-222 (2015).
Classification: C49 C39 D60
16
Strategies of future primary teachers in diagnostic interviews with school beginners: “Can I get you a little mathematics?". (Strategien künftiger Grundschullehrkräfte in diagnostischen Interviews mit Schulanfängern: “Darf’s ein wenig Mathematik sein?".) (German)
Reinhold, Simone (ed.) et al., Mathematische Studien im Spannungsfeld von Geschichte, Philosophie \& Didaktik der Mathematik. Festschrift für Thomas Bedürftig. Münster: WTM-Verlag (ISBN 978-3-942197-46-5/pbk). Festschriften der Mathematikdidaktik 2, 115-134 (2015).
Classification: D62 C42 D39
17
Reshaping teachers’ mathematical perceptions: analysis of a professional development task. (English)
Math. Teach. Educ. 3, No. 2, 116-129 (2015).
Classification: D59 D39 F49
18
If it is labelled maths there is maths inside. Mathematics teacher education as reconstruction of the subject from school mathematics. (Wo Mathe draufsteht, ist auch Mathe drin. Die Fachausbildung im Lehramt als Rekonstruktion des Faches aus der Schulmathematik.) (German. English summary)
Math. Didact. 38, 256-273 (2015).
Classification: D39 B50 F89
19
Prospective elementary teachers’ conceptions of unitizing with whole numbers and fractions. (English)
Int. J. Math. Teach. Learn. 2015, 36 p., electronic only (2015).
Classification: F49
20
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