Professional Development and Knowledge of Mathematics Teachers最新文献

Parallel Stories 平行的故事

Professional Development and Knowledge of Mathematics Teachers Pub Date : 2020-12-21 DOI: 10.4324/9781003008460-6

José Carrillo

引用次数: 3

The Specialized Knowledge and Beliefs of Two University Lecturers in Linear Algebra 两位大学线性代数讲师的专业知识与信念

Professional Development and Knowledge of Mathematics Teachers Pub Date : 2020-12-21 DOI: 10.4324/9781003008460-7

Diana Vasco Mora, Nuria de los Angeles Climent Rodríguez

引用次数: 3

The Role of Teachers’ Knowledge in the Use of Learning Opportunities Triggered by Mathematical Connections 教师知识在利用数学联系引发的学习机会中的作用

Professional Development and Knowledge of Mathematics Teachers Pub Date : 2020-12-04 DOI: 10.4324/9781003008460-3

Genaro de Gamboa, Edelmira Badillo, M. Ribeiro, M. Montes, Gloria Sánchez-Matamoros

引用次数: 5

Mediating Mathematics in Instruction 在教学中调解数学

Professional Development and Knowledge of Mathematics Teachers Pub Date : 2020-12-04 DOI: 10.4324/9781003008460-2

Hamsa Venkat, J. Adler

引用次数: 0

Using the Discourses of Learning in Education Mapping to Analyse Research into Mathematics Teacher Education and Professional Development 用教育测绘学的话语分析数学教师教育与专业发展研究

Professional Development and Knowledge of Mathematics Teachers Pub Date : 2020-12-04 DOI: 10.4324/9781003008460-8

L. Brown, B. Davis

引用次数: 0

Promoting and Investigating Teachers’ Professionalization Processes Towards Noticing and Fostering Students’ Potentials 推动和研究教师专业化进程，关注和培养学生潜能

Professional Development and Knowledge of Mathematics Teachers Pub Date : 2020-12-04 DOI: 10.4324/9781003008460-9

Susanne Prediger, Susanne Schnell, Kim-Alexandra Rösike

{"title":"Promoting and Investigating Teachers’ Professionalization Processes Towards Noticing and Fostering Students’ Potentials","authors":"Susanne Prediger, Susanne Schnell, Kim-Alexandra Rösike","doi":"10.4324/9781003008460-9","DOIUrl":"https://doi.org/10.4324/9781003008460-9","url":null,"abstract":"The chapter presents the research format of content-specific Design Research for teachers. It is exemplified by a specific PD content, namely “noticing and fostering students’ mathematical potentials”. The PD content requires further specification of what exactly teachers have to learn and a PD design for promoting teachers’ professionalization in this PD content. By conducting and analyzing design experiments in PDs, the PD content is further specified and the PD design is iteratively refined in order to take the teachers’ learning pathways into account. Some typical outcomes of the analysis are presented, in particular teachers’ typical perspectives while noticing and fostering students’ potentials. Noticing and fostering students’ mathematical potentials is a major task for every mathematics teacher. However, it is still neglected in professional development (PD), and even underdetermined what teachers need to learn for fulfilling this task. In this article, we take the example of this PD content to illustrate what Design Research for teachers can mean as well as how it informs the finer specification of what teachers should learn and how they can learn it. For this, we briefly introduce the main ideas of the research approach Design Research for Teachers in Section 1 and the background of the concrete PD Design Research project in Section 2. Section 3 presents exemplary design and research results which are discussed with respect to general methodological issues of the research approach in Section 4. 1. Adopting Design Research for teachers 1.1 Design Research as an established research methodology with big variety Design Research is a widely established research methodology for enhancing and investigating students’ learning. It is especially strong when two aims are to be combined: (1) designing learning arrangements and (2) investigating the initiated learning processes as well as contributing to local instruction theories (Bakker & van Eerde, 2015). Although Design Research approaches share common characteristics (e.g., interventionist, theory generative, iterative, ecologically valid, and practiceoriented, cf. Cobb et al., 2003), a big variety of approaches exists (cf. the 52 case studies documented in Plomp & Nieveen, 2013). These approaches differ in their reasons for doing Design Research, their types of results, their intended roles of the results for educational innovation, their scales, and their background theories (cf. Prediger, Gravemeijer, & Confrey, 2015a). Prediger, Susanne, Schnell, Susanne & Rösike, Kim-Alexandra (2021). Promoting and investigating teachers’ professionalization processes towards noticing and fostering students’ potentials: A case of Content-Specific Design Research for Teachers. In Stefan Zehetmeier, Despina Potari, & Miguel Ribeiro (Eds.), Professional development and knowledge of mathematics teachers (pp. 145162). London: Routledge.","PeriodicalId":433486,"journal":{"name":"Professional Development and Knowledge of Mathematics Teachers","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132522496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning to Teach to Reason 学会教导理性

Professional Development and Knowledge of Mathematics Teachers Pub Date : 2020-12-04 DOI: 10.4324/9781003008460-4

Jeppe Skott, Dorte Moeskær Larsen, C. Østergaard

引用次数: 0