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Result 1 to 20 of 37 total

Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations. (English)
Instr. Sci. 44, No. 3, 221-242 (2016).
Classification: C30 E50
1
Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). (English)
ZDM, Math. Educ. 48, No. 1-2, 139-151 (2016).
Classification: C70 C49 U89
2
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
3
The effect of teacher trainings on teachers’ expertise concerning formative assessment in competency-oriented mathematics. (Wirkung von Lehrerfortbildungen auf Expertise von Lehrkräften zu formativem Assessment im kompetenzorientierten Mathematikunterricht.) (German. English summary)
Z. Entwicklungspsychol. Pädagog. Psychol. 47, No. 2, 110-122 (2015).
Classification: B50 D60 D39 D40
4
Theoretical conception and empirical effect of a teacher training with regard to mathematical problem solving. (Theoretische Konzeption und empirische Wirkung einer Lehrerfortbildung am Beispiel des mathematischen Problemlösens.) (German. English summary)
J. Math.-Didakt. 36, No. 2, 285-313 (2015).
Classification: D39 C39 B50 D59
5
Learning from the Eastern and the Western debate ‒ the case of mathematics teacher education. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 517-539 (2014).
Classification: C60 B50 C30
6
First comes the theory, then the practice? On the acquisition of general pedagogical knowledge during initial teacher education. (English)
Int. J. Sci. Math. Educ. 11, No. 4, 999-1028 (2013).
Classification: B50 D39
7
Learning from similarities and differences: a reflection on the potentials and constraints of cross-national studies in mathematics. (English)
ZDM, Int. J. Math. Educ. 45, No. 1, 1-5 (2013).
Classification: D20 C60 C70 C49 D30
8
Learning from the Eastern and the Western debate: the case of mathematics teacher education. (English)
ZDM, Int. J. Math. Educ. 45, No. 1, 7-19 (2013).
Classification: B50 C69
9
What matters most: a comparison of expert and novice teachers’ noticing of mathematics classroom events. (English)
Sch. Sci. Math. 112, No. 7, 420-432 (2012).
Classification: C70
10
Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one assessment interviews. (English)
ZDM, Int. J. Math. Educ. 43, No. 6-7, 901-913 (2011).
Classification: C70 B50
11
Secondary students’ descriptions of "good" mathematics teachers. (English)
Aust. Math. Teach. 67, No. 4, 14-21 (2011).
Classification: C23 C24 C73 C74
12
The development of teachers’ expertise through their analysis of good practice in the mathematics classroom. (English)
ZDM, Int. J. Math. Educ. 43, No. 6-7, 915-926 (2011).
Classification: B50
13
A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom. (English)
ZDM, Int. J. Math. Educ. 43, No. 6-7, 889-900 (2011).
Classification: B50 C80 C73 C43
14
Developing expertise: how enactivism re-frames mathematics teacher development. (English)
ZDM, Int. J. Math. Educ. 43, No. 6-7, 861-873 (2011).
Classification: B50
15
Online study collaboration to improve teachers’ expertise in instructional design in mathematics. (English)
ZDM, Int. J. Math. Educ. 43, No. 6-7, 833-845 (2011).
Classification: B50
16
Improving teacher expertise through master teacher work stations: a case study. (English)
ZDM, Int. J. Math. Educ. 43, No. 6-7, 763-776 (2011).
Classification: B50
17
Professional learning opportunities in the classroom: implications for scaling up system-level professional development in mathematics. (English)
Math. Teach. Educ. Dev. 13, No. 1, 54-76 (2011).
Classification: B50
18
Ugandan mathematics: an unsolvable problem? (English)
Math. Teach. (Derby), No. 221, 16-18 (2011).
Classification: B50
19
Web-based mathematics: some “dos” and “don’ts". (English)
Aust. Math. Teach. 67, No. 3, 15-23 (2011).
Classification: U53 D43 C73
20
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