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RT Book, Whole SR Electronic DC OPAC T1 Educating Prospective Secondary Mathematics Teachers : Knowledge, Identity, and Pedagogical Practices / edited by Marilyn E. Strutchens, Rongjin Huang, Despina Potari, Leticia Losano T2 ICME-13 Monographs. ISSN:25208330 A1 Strutchens, Marilyn E A1 Huang, Rongjin A1 Potari, Despina A1 Losano, Leticia A1 SpringerLink (Online service) YR 2018 FD 2018 SP VI, 328 p. 61 illus K1 Mathematics -- Study and teaching K1 Study Skills K1 Learning, Psychology of K1 Teachers -- Training of K1 International education K1 Comparative education K1 Mathematics Education K1 Study and Learning Skills K1 Instructional Psychology K1 Teaching and Teacher Education K1 International and Comparative Education ED 1st ed. 2018. PB Springer International Publishing : Imprint: Springer PP Cham SN 9783319910598 LA English (英語) CL LCC:QA10.92-20 CL DC23:510.71 NO Introduction -- Section I. Field Experience -- The Structure of Student Teaching Can Change the Focus to Students’ Mathematical Thinking -- Transforming Secondary Mathematics Teacher Preparation Via a Networked Improvement Community: Focus on Clinical Experiences -- Pre-Service Teachers’ Reflections on Their Teaching -- Gaining Valuable Field Experience Through the Use of Informal Learning Environments -- Diagnosis-based Adaptations of Mathematics Lessons -- Section II. Use of Technologies and Tools -- Contemporary Framing of Technology in Mathematics Teaching -- Prospective Mathematics Teachers' Perspectives on Technology -- Preservice Mathematics Teachers’ Effective Use of Technology: Analyzing the Cognitive Demands of Technology-Based Instructional Activities -- Section III. Mathematics for Teaching -- Prospective Mathematics Teacher Argumentation While Interpreting Classroom Incidents. -- Designing a Competence-based Entry Course for Prospective Secondary Mathematics Teachers -- Nurturing Knowledge of Mathematical Modeling for Teaching -- Future Teachers’ Use of Multiplication and Fractions When Expressing Proportional Relationships -- Marking Mathematics Exams as a Tool for Secondary Teacher Training -- Section IV. Professional Identity and Disposition -- Prospective Mathematics Teachers’ Professional Identity -- Exploring Pre-service Teachers’ Self-perceptions of Mathematical Knowledge for Teaching -- Exploring the Initial Convictions and Mindset of Prospective Mathematics Teachers Towards Modelling -- Conclusion NO This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics. Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher’ success in developing pedagogical strategies that lead toward students’ mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers ´professional identities NO HTTP:URL=https://doi.org/10.1007/978-3-319-91059-8 NO 書誌ID=EB16355941; LK [E Book]https://doi.org/10.1007/978-3-319-91059-8 OL 30