ZDM
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Sắp xếp:
Understanding Instructional Quality Through a Relational Lens
ZDM - Tập 50 - Trang 367-379 - 2018
In this paper, we analyze mathematics lessons using the Classroom Assessment Scoring System (CLASS), a standardized observation protocol that suggests that high-quality lessons are distinguished by the tenor and frequency of classroom interactions. Because the CLASS focuses on interactions, rather than the specifics of content teaching, it can be used across content areas from language arts to mat......
Mathematical modelling as bridge between school and university
ZDM - Tập 38 - Trang 196-208 - 2006
The paper reports on University seminars of mathematical modelling at school, that were held together by the departments of mathematics and mathematics education and some schools in Hamburg. Prospective teachers together with students in upper secondary level carried out modelling examples either in ordinary lessons or special afternoon groups. They tackled authentic problems proposed by applied m......
Preparing prospective secondary teachers to teach mathematical reasoning and proof: the case of the role of examples in proving
ZDM - Tập 55 - Trang 779-792 - 2023
Mathematics teacher education programs in the United States are charged with preparing prospective secondary teachers (PSTs) to teach reasoning and proving across grade levels and mathematical topics. Although most programs require a course on proof, PSTs often perceive it as disconnected from their future classroom practice. Our design research project developed a capstone course Mathematical Rea......
Learning mathematics as being stirred into mathematical practices: an alternative perspective on identity formation
ZDM - Tập 51 Số 3 - Trang 433-444 - 2019
Productive teacher noticing and affordances of typical problems
ZDM - Tập 53 - Trang 195-213 - 2021
In this paper, we extend the notion of noticing during the planning of a lesson to examine what and how teachers notice concerning the affordances of typical problems, such as examination-type or standard textbook questions. Teachers in examination-oriented educational systems generally use these types of problems to develop procedural skills. However, the affordances of such problems for developi......
Learning from worked-examples in mathematics: students relate procedures to principles
ZDM - Tập 49 - Trang 571-584 - 2017
This article discusses the relevance of the worked-example effect for mathematics education. This effect refers to the finding that, in initial cognitive skill acquisition, students profit more from studying worked examples as compared to solving problems. One reason for the effectiveness of worked examples is that the students get the opportunity to interrelate principles (e.g., mathematical theo......
Computerunterstütztes Lösen offener raumgeometrischer Aufgaben
ZDM - Tập 32 - Trang 175-185 - 2000
Vor dem Hintergrund der Vernachlässigung des Raumgeometrie-Unterrichts in der Mittelstufe ist die “Kultur” der offenen raumgeometrischen Aufgaben als unterentwickelt zu bezeichnen. Geeignete Werkzeugsoftware für das raumgeometrische Darstellen, Konstruieren und Berechnen kann das Entwickeln und Lösen offener raumgeometrischer Aufgaben, deren Inhalt sich am klassischen Raumgeometrie-Curriculum orie......
Numeracy task design: a case of changing mathematics teaching practice
ZDM - Tập 47 - Trang 625-637 - 2015
Over the last 15 years, numeracy has become more and more prominent in curriculum initiatives around the world. Yet, the notion of numeracy is still not well defined, and as such, often not well understood by the teachers who are charged with the responsibility of helping our students to develop their numeracy skills. In this article I explore the work of a team of mathematics teachers brought tog......
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