ZDM

Công bố khoa học tiêu biểu

* Dữ liệu chỉ mang tính chất tham khảo

Sắp xếp:  
Understanding Instructional Quality Through a Relational Lens
ZDM - Tập 50 - Trang 367-379 - 2018
Rebekah Berlin, Julie Cohen
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...... hiện toàn bộ
Mathematical modelling as bridge between school and university
ZDM - Tập 38 - Trang 196-208 - 2006
Gabriele Kaiser, Björn Schwarz
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...... hiện toàn bộ
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
Orly Buchbinder, Sharon McCrone
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...... hiện toàn bộ
Mathematicians’, mathematics educators’, and mathematics teachers’ professional conceptions of the school learning of mathematical modelling in China
ZDM - Tập 54 - Trang 679-691 - 2022
Binyan Xu, Xiaoli Lu, Xinrong Yang, Jiansheng Bao
Mathematical modelling has been included in many mathematics curricula worldwide, and China’s curricula are no exception. The development of modelling competencies has recently been listed among the Chinese mathematics curriculum’s six key objectives. However, the manner in which nationwide learning and teaching of modelling should be conducted presents a key challenge to China’s schools, most of ...... hiện toàn bộ
Learning mathematics as being stirred into mathematical practices: an alternative perspective on identity formation
ZDM - Tập 51 Số 3 - Trang 433-444 - 2019
Peter Grootenboer, Christine Edwards‐Groves
Productive teacher noticing and affordances of typical problems
ZDM - Tập 53 - Trang 195-213 - 2021
Ban Heng Choy, Jaguthsing Dindyal
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...... hiện toàn bộ
International Conference Mathematics for Living
ZDM - Tập 32 - Trang 31-31 - 2000
Learning from worked-examples in mathematics: students relate procedures to principles
ZDM - Tập 49 - Trang 571-584 - 2017
Alexander Renkl
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...... hiện toàn bộ
Tổng số: 1,284   
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 10