...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of mathematics teacher education >Research into teachers' knowledge and the development of mathematics classroom practices
【24h】

Research into teachers' knowledge and the development of mathematics classroom practices

机译：研究教师的知识和发展数学课堂实践

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Researchers in mathematics teacher education share a commitment to understanding the knowledge and classroom practices of teachers across the professional continuum. Whereas our field has made progress in identifying important domains of teacher knowledge and key pedagogical practices that support students' learning of mathematics, many questions remain about the nature of teachers' knowledge in different domains, how different domains of teacher knowledge relate to one another and to particular pedagogical practices, and how teachers develop the knowledge needed to enact certain practices in the classroom. The articles in this issue of the Journal of Mathematics Teacher Education take on these questions with a focus on two primary areas: teachers' knowledge related to algebra and developing the complex practice of designing questions and organizing mathematical discussions.
机译：数学教师教育的研究人员共同致力于理解整个专业领域中教师的知识和课堂实践。尽管我们的领域在确定教师知识的重要领域和支持学生学习数学的关键教学实践方面取得了进展，但是在不同领域中教师知识的性质，不同领域的教师知识之间如何相互关联以及特定的教学实践，以及教师如何发展在课堂上实施某些实践所需的知识。本期《数学教师教育杂志》中的文章着眼于两个主要领域来探讨这些问题：教师与代数的知识以及发展设计问题和组织数学讨论的复杂实践。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号