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Educating Prospective Secondary Mathematics Teachers Knowledge Identity and Pedagogical Practices ICME13 Monographs
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Educating Prospective Secondary Mathematics Teachers ~ This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge .
(PDF) Pedagogical Content Knowledge and Content Knowledge ~ Drawing on the work of L. S. Shulman (1986), the authors present a conceptualization of the pedagogical content knowledge and content knowledge of secondary-level mathematics teachers.
The Mathematics Education of Prospective Secondary ~ This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015. It provides both an overview of the current state-of-the-art and outstanding recent research reports from an international perspective.
(PDF) The Mathematics Education of Prospective Secondary ~ The topic study group on the mathematics education of prospective secondary teachers is dedicated to sharing and discussing significant new trends and developments in research and practices .
(PDF) Teacher Pedagogical Knowledge in Mathematics: a tool ~ This paper attempts to give a pedagogical role a classroom teacher is suppose to play in disseminating and imparting of mathematical knowledge. To achieve this, the paper focuses on the concept of teacher pedagogy, pedagogical knowledge and
Prospective Mathematics Teachers’ Professional Identity ~ Ball, D. L. (1990). Prospective elementary and secondary teachers’ understanding of division. Journal for Research in Mathematics Education, 21(2), 132–144. CrossRef Google Scholar
Current Research on Prospective Secondary Mathematics ~ Identity is a construct widely investigated in a number of research fields and has a variety of interpretations. It is a relevant area of study within mathematics teacher education research (Skott et al. 2013), and several researchers have used it as a theoretical lens (Brown and McNamara 2011; Gama and Fiorentini 2008; Oliveira 2004; Ponte and Chapman 2008; Pamplona and Carvalho 2009; Walshaw .
(PDF) PRIMARY SCHOOL TEACHERS' MATHEMATICS KNOWLEDGE FOR ~ A cognitive strategy for developing pedagogical content knowledge in the secondary mathematics methods course: Toward a model of effective practice. . teachers' practices, beliefs and knowledge .
Pedagogical Content Knowledge for Teaching Primary ~ Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers Monica Baker University of Melbourne mbaker@huntingtower.vic.edu.au Helen Chick University of Melbourne h.chick@unimelb.edu.au This paper explores the usefulness of a framework for investigating teachers’ Pedagogical Content Knowledge (PCK).
THE PEDAGOGICAL CONTENT KNOWLEDGE IN MATHEMATICS: PRE ~ science teaching cases to deepen teachers’ content knowledge and pedagogical content knowledge. An, Kulm and Wu (2004) compared the teachers’ pedagogical content knowledge of mathematics in U.S. and Chinese middle schools. McDuffy (2004) examined the reflective
Effective pedagogy in mathematics ~ communication practices, numeracy practices, and teachers as learners. Their research is widely published in peer reviewed journals including Mathematics Education Research Journal, Review of Educational Research, Pedagogies: An International Journal, and Contemporary Issues in Early Childhood.
Current Research on Prospective Secondary Mathematics ~ Although most studies have focused on prospective primary school teachers, there is a recognition that prospective secondary school teachers’ (PSMTs)’ knowledge of mathematics and mathematics teaching in secondary schools is of a different nature, and new theoretical and methodological frameworks are needed to study it (Speer et al. 2015).
Current Research on Prospective Secondary Mathematics ~ This chapter focuses on research on pre-service secondary school mathematics teachers’ (PSMT) knowledge. Fifty-nine papers were reviewed and each paper was coded according to its research focus .
Teachers’ Pedagogical Knowledge and the - OECD ~ Another, less studied, indicator of teacher quality is the pedagogical knowledge of teachers. Pedagogical knowledge refers to the specialised knowledge of teachers for creating effective teaching and learning environments for all students. This project focuses on the pedagogical knowledge base of teachers and the knowledge dynamics in the
Analyzing Prospective Mathematics Teachers' Development of ~ Analyzing Prospective Mathematics Teachers' Development of Teaching Practices in Mathematics: A Lesson Study Approach: 10.4018/978-1-5225-0892-2.ch011: This study analyzed the changes in mathematics teacher candidates' teaching processes in terms of content of lesson plan, pedagogy aspects, and classroom
10 Prospective Teachers’ Personal Mathematics Teacher ~ : mathematical knowledge for teaching, prospective teacher education, efficacy beliefs. INTRODUCTION . Personal mathematics teacher efficacy beliefs. are a teacher’s beliefs about her abilities to teach mathematics effectively (see, e.g., Tschannen-Moran & Hoy, 2001).
Current Research on Prospective Secondary Mathematics ~ The prospective secondary mathematics teachers (PSMTs)’ identity development is a complex process that includes the personal, professional, intellectual, moral, and political dimensions of .
6 Educational Practices / Transforming the Workforce for ~ 6. Educational Practices. This chapter provides an in-depth discussion of some of the key educational practices identified in Chapter 5 that, when applied with consistency and high quality over time for children as they age, can continuously support the development and early learning of children from birth through age 8. First is a discussion of cross-cutting principles for instructional .
An Assessment of Prospective Secondary Teachers ~ The study discussed in this paper examined the pedagogical content knowledge of prospective secondary mathematics teachers with respect to the content area of functions and graphs. The pedagogical content knowledge was examined through an analysis of the transformation of knowledge and beliefs about the content and the learner into instructional practices.
Technological Pedagogical Content Knowledge of Secondary ~ The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M.
ERIC - EJ478384 - Subject-Matter Knowledge and Pedagogical ~ Analyzed questionnaire responses of 152 prospective secondary mathematics teachers, 10 of whom were interviewed, to investigate their knowledge of the concept of function. Results indicated that many did not have a modern concept of function, a limitation that influenced their pedagogical approach. (Contains 45 references.) (MDH)
ERIC - EJ1170060 - Prospective Mathematics Teachers ~ The aim of this study was to investigate prospective secondary mathematics teachers' perceptions on and adaptation of student-centred approach to teaching. The study was conducted with 58 prospective secondary mathematics teachers who were the graduates from mathematics departments from different universities' Science and Literature faculties.
The Relationship Between Teachers’ Mathematical Content ~ When teaching, mathematics teachers access their usable knowledge of math - ematics content as well as their knowledge of mathematics teaching and learning. In addition, instructional decisions require teachers to weigh choices associated with many differing, and possibly incompatible, beliefs (Aguirre & Speer, 1999).