Expanding the instructional triangle: conceptualizing mathematics teacher development

Kelli Nipper; Paola Sztajn

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Expanding the instructional triangle: conceptualizing mathematics teacher development

机译：扩大教学三角形：概念化数学老师的发展

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As mathematics educators think about teaching that promotes students’ opportunities to learn, attention must be given to the conceptualization of the professional development of teachers and those who teach teachers. In this article, we generalize and expand the instructional triangle to consider different interactions in a variety of teacher development contexts. We have done so by addressing issues of language for models of teachers’ professional development at different levels and by providing examples of situations in which these models can be applied. Through the expansion of our understanding and use of the instructional triangle we can further develop the concept of mathematics teacher development.

机译：当数学教育者考虑进行教学以促进学生学习的机会时，必须注意教师和教师职业发展的概念。在本文中，我们概括并扩展了教学三角形，以考虑各种教师发展环境中的不同互动。为此，我们针对不同级别的教师专业发展模型解决了语言问题，并提供了可以应用这些模型的情况示例。通过扩大对三角形教学的理解和使用，我们可以进一步发展数学教师发展的概念。

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《Journal of Mathematics Teacher Education》 |2008年第4期|333-341|共9页
作者
Kelli Nipper; Paola Sztajn;
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作者单位

Department of Mathematics Clayton State University 2000 Clayton State Boulevard Morrow GA 30260 USA;

College of Education University of Georgia 105 Aderhold Hall Athens GA 30602 USA;

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原文格式 PDF
正文语种 eng
中图分类
关键词
Instructional triangle; Mathematics education; Professional development; Teacher development;

机译：教学三角形;数学教育;专业发展;教师发展;

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1. Expanding the instructional triangle: conceptualizingmathematics teacher development [J] . Kelli Nipper, Paola Sztajn Journal of mathematics teacher education . 2008,第4期

机译：扩大教学三角形：将数学教师发展概念化
2. Expanding the instructional triangle: conceptualizingmathematics teacher development [J] . Kelli Nipper, Paola Sztajn Journal of mathematics teacher education . 2008,第4期

机译：扩大教学三角形：将数学教师发展概念化
3. Guiding Teachers in the Use of a Standards-Based Mathematics Curriculum: Teacher Perceptions and Subsequent Instructional Practices After an Intensive Professional Development Program [J] . Jennifer R. McGee, Chuang Wang, Drew Polly School Science and Mathematics . 2013,第1期

机译：指导教师使用基于标准的数学课程：强化专业发展计划后的教师认知和后续教学实践
4. Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher's Quality of Instruction [C] . N S Saad, M Jemali, Z Hj Zakaria Consortium of Asia-Pacific Education Universities . 2018

机译：数学教学标准：提高数学教师教学质量的建议教学模式
5. Conceptualizing mathematics teacher development in the context of *reform. [D] . Chauvot, Jennifer B. 2000

机译：在改革背景下将数学教师发展概念化。
6. The Importance of Teachers’ Need for Cognition in Their Use of Technology in Mathematics Instruction [O] . Lukasz Tanas, Katarzyna Winkowska-Nowak, Katarzyna Pobiega 2020

机译：教师在数学教学中使用技术时需要认知的重要性
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Expanding the instructional triangle: conceptualizing mathematics teacher development

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