Journal of Mathematics Teacher Education
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Video as a tool for focusing teacher self-reflection: supporting and provoking teacher learning
Journal of Mathematics Teacher Education - - 2017
Prospective elementary teachers’ aesthetic experience and relationships to mathematics
Journal of Mathematics Teacher Education - Tập 20 Số 3 - Trang 207-230 - 2017
Teacher Education Around the World Educating Primary School Mathematics Teachers in the Netherlands: Back to the Classroom
Journal of Mathematics Teacher Education - Tập 2 - Trang 207-214 - 1999
Teachers attending to students’ mathematical reasoning: lessons from an after-school research program
Journal of Mathematics Teacher Education - Tập 14 - Trang 49-66 - 2010
There is a documented need for more opportunities for teachers to learn about students’ mathematical reasoning. This article reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in an after-school, classroom-based research project on the development of mathematical ideas involving middle-grade students from an urban, low-income, min...... hiện toàn bộ
What motivates and demotivates Estonian mathematics teachers to continue teaching? The roles of self-efficacy, work satisfaction, and work experience
Journal of Mathematics Teacher Education - - Trang 1-20 - 2023
Estonian students achieved high scores in the latest Programme for International Student Assessment surveys. At the same time, there needs to be more knowledge about the teachers guiding these students, as this could provide insights into effective teaching methods that can be replicated in other educational contexts. According to the Teaching and Learning International Survey, Estonian teachers' ...... hiện toàn bộ
Accountability conversations: mathematics teachers’ learning through challenge and solidarity
Journal of Mathematics Teacher Education - Tập 14 - Trang 419-439 - 2011
Teacher learning through professional development is a complex process and is not yet well understood. Some features of professional development programs are known to be important, such as a focus on learner needs, design of and reflection on classroom artefacts, and the creation and sustaining of communities of support for teacher professional learning. In this paper, we describe the workings of ...... hiện toàn bộ
The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices
Journal of Mathematics Teacher Education - Tập 11 - Trang 139-164 - 2008
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics, beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive attitudes toward mat...... hiện toàn bộ
Raising the standards by standardization?
Journal of Mathematics Teacher Education - Tập 24 - Trang 427-430 - 2021
Artefacts and utilization schemes in mathematics teacher education: place value in early childhood education
Journal of Mathematics Teacher Education - Tập 14 - Trang 93-112 - 2011
In this article, I discuss a case of pre-primary and primary school teacher education concerning place value in number representation. In primary school (in Italy, in grades 1 and 2), the topic is usually introduced by means of manipulatives (for instance, abaci and base ten blocks). But it is well known that no artefact is transparent for mathematical meaning, unless the social practices of the m...... hiện toàn bộ
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