Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachersEducational Studies in Mathematics - Tập 110 - Trang 205-232 - 2021
Anton Bastian, Gabriele Kaiser, Dennis Meyer, Björn Schwarz, Johannes König
Although strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experienc...... hiện toàn bộ
Institutions influencing mathematics students' private work: A factor of academic achievementEducational Studies in Mathematics - Tập 57 - Trang 33-63 - 2004
Corine Castela
The aim of the research presented in this paper is to contribute to our knowledge about problem solving in mathematics. My purpose in this paper is to compare, from this point of view, two very different institutions in the French tertiary education system, with the intention to interpret the chronic inequality of performance in problem solving between populations of mathematics students coming fr...... hiện toàn bộ
Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growthEducational Studies in Mathematics - Tập 98 - Trang 197-214 - 2018
Fou-Lai Lin, Kai-Lin Yang, Hui-Yu Hsu, Jian-Cheng Chen
This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed three distinct types of perspectives: a perspectiv...... hiện toàn bộ