Výsledky vyhľadávania - "secondary mathematics teacher education"

The role of teacher identity in teacher self-efficacy development: the case of Katie

Autori: Marschall, Gosia

Zdroj: Journal of Mathematics Teacher Education. 25(6):725-747

Predmety: Abductive phenomenological approach, Secondary mathematics teacher education, Teacher identity, Teacher self-efficacy, Longitudinal qualitative study

Popis súboru: print

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-198315
https://doi.org/10.1007/s10857-021-09515-2

Connected or compartmentalized knowledge use: Two views of MKT with implications

Autori: Heather Howell Yvonne Lai Heejoo Suh

Zdroj: Frontiers in Education, Vol 10 (2025)

Predmety: mathematical knowledge for teaching, pedagogical content knowledge, secondary mathematics teacher education, MKT frameworks, knowledge domains, Education (General), L7-991

Popis súboru: electronic resource

Relation: https://www.frontiersin.org/articles/10.3389/feduc.2025.1611169/full; https://doaj.org/toc/2504-284X

Prístupová URL adresa: https://doaj.org/article/806c75b3212146d3aa3964686c0115a2

Author Correction: Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths

Autori: Thorsten Scheiner

Zdroj: Educational Studies in Mathematics. 119:419-420

Predmety: Secondary mathematics teacher education, Framing theory, Mathematik, Deficit thinking

Prístupová URL adresa: https://refubium.fu-berlin.de/handle/fub188/48384
https://doi.org/10.17169/refubium-48106
https://doi.org/10.1007/s10649-025-10402-3

Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths

Autori: Thorsten Scheiner

Zdroj: Educational Studies in Mathematics. 114:35-61

Predmety: Teacher noticing, Secondary mathematics teacher education, 4. Education, secondary mathematics teacher education, teacher noticing, Framing theory, Mathematical strengths, Student mathematical thinking, Mathematik, Deficit thinking, student mathematical thinking, deficit thinking, framing theory, mathematical strengths

Popis súboru: application/pdf

Prístupová URL adresa: https://acuresearchbank.acu.edu.au/item/8z773/shifting-the-ways-prospective-teachers-frame-and-notice-student-mathematical-thinking-from-deficits-to-strengths

Author Correction: Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths

Autori: Scheiner, Thorsten

Predmety: Deficit thinking, Framing theory, Secondary mathematics teacher education, ddc:510

Popis súboru: 2 Seiten; application/pdf

Relation: https://refubium.fu-berlin.de/handle/fub188/39987

Dostupnosť: https://refubium.fu-berlin.de/handle/fub188/48384
https://doi.org/10.17169/refubium-48106
https://doi.org/10.1007/s10649-025-10402-3

A transdisciplinary study of a novice mathematics teacher’s instructional decision-making

Autori: Gosia Marschall Steven Watson Elizabeth Kimber a ďalší

Prispievatelia: Gosia Marschall Steven Watson Elizabeth Kimber a ďalší

Zdroj: Marschall, G, Watson, S, Kimber, E & Major, L 2024, 'A transdisciplinary study of a novice mathematics teacher’s instructional decision‑making', Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09653-3

Predmety: 5. Gender equality, Secondary mathematics teacher education, 13. Climate action, Transdisciplinary abductive approach, 4. Education, Phenomenological analysis, 10. No inequality, Teacher decision-making

Popis súboru: application/pdf

Prístupová URL adresa: https://research.manchester.ac.uk/en/publications/a332a6ed-1c30-44b9-885e-4071a48337ed
https://doi.org/10.1007/s10857-024-09653-3
https://research.manchester.ac.uk/en/publications/a332a6ed-1c30-44b9-885e-4071a48337ed
https://doi.org/10.1007/s10857-024-09653-3
https://pure.manchester.ac.uk/ws/files/339249494/Marschall_et_al-2024-Journal_of_Mathematics_Teacher_Education.pdf
https://www.repository.cam.ac.uk/handle/1810/372872
https://doi.org/10.1007/s10857-024-09653-3

Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths

Autori: Scheiner, Thorsten

Predmety: Deficit thinking, Framing theory, Secondary mathematics teacher education, Student mathematical thinking, Teacher noticing, Mathematical strengths, ddc:510

Popis súboru: 27 Seiten; application/pdf

Relation: https://refubium.fu-berlin.de/handle/fub188/48384

Dostupnosť: https://refubium.fu-berlin.de/handle/fub188/39987
https://doi.org/10.17169/refubium-39709
https://doi.org/10.1007/s10649-023-10235-y

Teacher learning from team teaching an advanced course in mathematics and didactics for prospective upper secondary teachers

Autori: Viirman, Olov Jacobsson, Magnus Uppsala University a ďalší

Prispievatelia: Viirman, Olov Jacobsson, Magnus Uppsala University a ďalší

Zdroj: Fourth conference of the International Network for Didactic Research in University Mathematics ; https://hal.science/hal-04027824 ; Fourth conference of the International Network for Didactic Research in University Mathematics, Leibnitz Universität (Hanover), Oct 2022, Hannover, Germany

Predmety: Teachers' and students' practices at university level, Novel approaches to teaching, Upper secondary mathematics teacher education, Team teaching, Meta, level learning, [SHS.EDU]Humanities and Social Sciences/Education

Geografické téma: Hannover, Germany

Relation: hal-04027824; https://hal.science/hal-04027824; https://hal.science/hal-04027824/document; https://hal.science/hal-04027824/file/INDRUM2022_Viirman_Jacobsson_final.pdf

Dostupnosť: https://hal.science/hal-04027824
https://hal.science/hal-04027824/document
https://hal.science/hal-04027824/file/INDRUM2022_Viirman_Jacobsson_final.pdf

Developing and validating a competence framework for secondary mathematics student teachers through a Delphi method

Autori: Muniz Rodriguez, Laura Alonso, Pedro Rodríguez-Muñiz, Luis J a ďalší

Zdroj: JOURNAL OF EDUCATION FOR TEACHING

Predmety: IMPACT, secondary mathematics teacher education, 4. Education, 05 social sciences, Delphi method, INSTRUCTION, Social Sciences, EDUCATION, 16. Peace & justice, INQUIRY, competences for teaching, QUALITY, PEDAGOGICAL CONTENT KNOWLEDGE, initial teacher education programmes, 0503 education

Popis súboru: application/pdf

Prístupová URL adresa: https://biblio.ugent.be/publication/8509503/file/8652725.pdf
https://core.ac.uk/display/85166809
https://biblio.ugent.be/publication/8509503/file/8652725.pdf
https://biblio.ugent.be/publication/8509503
https://digibuo.uniovi.es/dspace/handle/10651/43101
https://www.tandfonline.com/doi/full/10.1080/02607476.2017.1296539
http://doi.org/10.1080/02607476.2017.1296539
https://biblio.ugent.be/publication/8509503/file/8652725
https://biblio.ugent.be/publication/8509503
http://hdl.handle.net/1854/LU-8509503

Procesos de reflexión en estudiantes para profesor de matemáticas

Autori: Peñas Troyano, M. Flores Martínez, P.

Zdroj: Redined, Red de Información Educativa
Ministerio de Educación, Cultura y Deporte (MECD)
Dipòsit Digital de Documents de la UAB
Universitat Autònoma de Barcelona
Redined. Red de Información Educativa
instname
Enseñanza de las ciencias: revista de investigación y experiencias didácticas; 2005: Vol.: 23 Núm.: 1; p. 5-16
Enseñanza de las Ciencias: revista de investigación y experiencias didácticas; 2005: Vol.: 23 Núm.: 1; p. 5-16

Predmety: Práctica reflexiva, Didáctica de la matemática, Reflexive practice, Preservice secondary mathematics teacher education, Professional question, Inicial, Desarrollo profesional, Professional development, Análisis y reflexión sobre la enseñanza, práctica pedagógica, Desarrollo del profesor, Mathematics education, matemáticas, Formación inicial de profesores de secundaria, Didáctica francesa, formación de profesores, proceso de aprendizaje, Cuestiones profesionales

Popis súboru: application/pdf

Prístupová URL adresa: https://ensciencias.uab.es/article/download/v23-n1-penas-flores/1761
http://hdl.handle.net/11162/21706
https://ddd.uab.cat/record/1689
https://ensciencias.uab.cat/article/view/v23-n1-penas-flores
http://hdl.handle.net/11162/21706
https://redined.mecd.gob.es/xmlui/handle/11162/21706
https://ddd.uab.cat/record/1689
https://ensciencias.uab.es/article/view/v23-n1-penas-flores
https://ddd.uab.cat/pub/edlc/02124521v23n1/02124521v23n1p5.pdf
https://ensciencias.uab.cat/article/view/v23-n1-penas-flores
http://funes.uniandes.edu.co/21897/
http://funes.uniandes.edu.co/21897/
http://www.raco.cat/index.php/Ensenanza/article/view/22001

The role of teacher identity in teacher self-efficacy development: the case of Katie

Autori: Marschall, G

Témy: Abductive phenomenological approach, Secondary mathematics teacher education, Teacher identity, Teacher self-efficacy, Longitudinal qualitative study, Article

URL: https://www.repository.cam.ac.uk/handle/1810/342945