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Review of Educational Research Volume XXXV, Number 2 (Issue Topic-Educational Programs: Early and Middle Childhood. Includes: Naturalistic Studies of Classroom Learning; Children's Intellectual Development; Social Behavior of Children; Teacher-Pupil Interaction; Education for Disadvantaged Groups; Reading Research and Instruction; Mathematics and Science Programs for the Elementary School Year)
Published by American Educational Research Asociation, 1965
Seller: GloryBe Books & Ephemera, LLC, Deforest, WI, U.S.A.
Seller rating 5 out of 5 stars
No binding. Top right corner slightly creased. Pages tanned. Residue of mailing label on front cover otherwise contents are tight and legible.
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paperback. Condition: Fine. Excellent Condition.
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Using Assessment To Reshape Mathematics Teaching: A Casebook for Teachers and Teacher Educators, Curriculum and Staff Development Specialists (Studies in Mathematical Thinking and Learning Series)
Book 3 of 46: Studies in Mathematical Thinking and LearningLanguage: English
Published by Routledge 2000-05-13, 2000
ISBN 10: 0805829628 ISBN 13: 9780805829624
US$ 56.28
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Using Assessment To Reshape Mathematics Teaching: A Casebook for Teachers and Teacher Educators, Curriculum and Staff Development Specialists (Studies in Mathematical Thinking and Learning Series)
Book 3 of 46: Studies in Mathematical Thinking and LearningSeller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Ireland
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First Edition
Condition: New. The cases in this book are intended to assist teachers, teacher educators, curriculum and staff development specialists in learning to assess, and to support them in their efforts to link assessment with curriculum, teaching and learning. Editor(s): Wilcox, Sandra K.; Lanier, Perry E. Series: Studies in Mathematical Thinking and Learning Series. Num Pages: 328 pages, black & white illustrations. BIC Classification: JNKD; JNT; PB. Category: (P) Professional & Vocational. Dimension: 279 x 216 x 17. Weight in Grams: 935. . 2000. 1st Edition. paperback. . . . .
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Condition: New. The cases in this book are intended to assist teachers, teacher educators, curriculum and staff development specialists in learning to assess, and to support them in their efforts to link assessment with curriculum, teaching and learning. Editor(s): Wilcox, Sandra K.; Lanier, Perry E. Series: Studies in Mathematical Thinking and Learning Series. Num Pages: 328 pages, black & white illustrations. BIC Classification: JNKD; JNT; PB. Category: (P) Professional & Vocational. Dimension: 279 x 216 x 17. Weight in Grams: 935. . 2000. 1st Edition. paperback. . . . . Books ship from the US and Ireland.
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Learning Through Teaching Mathematics: Development of Teachers' Knowledge and Expertise in Practice (Mathematics Teacher Education, 5)
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Using Assessment To Reshape Mathematics Teaching: A Casebook for Teachers and Teacher Educators, Curriculum and Staff Development Specialists (Studies in Mathematical Thinking and Learning Series)
Book 3 of 46: Studies in Mathematical Thinking and LearningSeller: Ria Christie Collections, Uxbridge, United Kingdom
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Using Assessment To Reshape Mathematics Teaching: A Casebook for Teachers and Teacher Educators, Curriculum and Staff Development Specialists (Studies in Mathematical Thinking and Learning)
Book 3 of 46: Studies in Mathematical Thinking and LearningLanguage: English
Published by Routledge 2017-10-06, 2017
ISBN 10: 1138442240 ISBN 13: 9781138442245
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The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges (Research in Mathematics Education)
Book 17 of 24: Research in Mathematics EducationSeller: Ria Christie Collections, Uxbridge, United Kingdom
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Using Assessment To Reshape Mathematics Teaching: A Casebook for Teachers and Teacher Educators, Curriculum and Staff Development Specialists (Studies in Mathematical Thinking and Learning Series)
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The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges (Research in Mathematics Education)
Book 17 of 24: Research in Mathematics EducationSeller: Ria Christie Collections, Uxbridge, United Kingdom
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The Learning and Development of Mathematics Teacher Educators
Book 17 of 24: Research in Mathematics EducationLanguage: English
Published by Springer Nature Switzerland AG, CH, 2021
ISBN 10: 3030624072 ISBN 13: 9783030624071
Seller: Rarewaves.com USA, London, LONDO, United Kingdom
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Add to basketHardback. Condition: New. 2021 ed. Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
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Condition: As New. Unread book in perfect condition.
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Condition: Hervorragend. Zustand: Hervorragend | Seiten: 488 | Sprache: Englisch | Produktart: Bücher | Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research on the mathematics teacher educator (MTE) is an emerging field that is important to understand effective mathematics teacher education in a rapidly changing world. This edited volume addresses the expertise of MTEs those who support mathematics teachers learning and development at various stages of their careers. It positions MTE expertise as extending beyond category-based knowledge, offering new ways of conceptualizing and examining expertise. Part 1 presents global studies that examine MTE expertise in practice. Part 2 highlights innovative methodologies for investigating MTE learning and development. Part 3 features reflective essays by distinguished MTEs, sharing personal insights, historical accounts, and pivotal moments in their professional journeys. This volume is a valuable resource for both new and experienced MTEs seeking to deepen their practice and research.
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Taschenbuch. Condition: Neu. The Learning and Development of Mathematics Teacher Educators | International Perspectives and Challenges | Merrilyn Goos (u. a.) | Taschenbuch | Research in Mathematics Education | xxvii | Englisch | 2022 | Springer | EAN 9783030624101 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
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Condition: As New. Unread book in perfect condition.
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Condition: New. 1st ed. 2021 edition NO-PA16APR2015-KAP.
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Condition: New. 1st ed. 2021 edition NO-PA16APR2015-KAP.
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics.The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics.The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
