ISBN: 9780805825831 - mathematics teachers in transition (studies in mathematical thinking and learning series) (19 resultados)

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Condición: New. Using a variety of research methods, this study addresses the need for professional development leaders and policy makers to influence teachers to modify their mathematics instruction so it is closer to the recommendations of the National Council of Teachers in Mathematics. Editor(s): Fennema, Elizabeth; Nelson, Barbara Scott. Series: Studies in Mathematical Thinking and Learning Series. Num Pages: 448 pages, Illustrations. BIC Classification: JNU; PB. Category: (P) Professional & Vocational. Dimension: 229 x 152 x 34. Weight in Grams: 894. . 1997. 1st Edition. hardcover. . . . . …

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Condición: New. pp. 448.

Condición: New. pp. 448.

Condición: New. Using a variety of research methods, this study addresses the need for professional development leaders and policy makers to influence teachers to modify their mathematics instruction so it is closer to the recommendations of the National Council of Teachers in Mathematics. Editor(s): Fennema, Elizabeth; Nelson, Barbara Scott. Series: Studies in Mathematical Thinking and Learning Series. Num Pages: 448 pages, Illustrations. BIC Classification: JNU; PB. Category: (P) Professional & Vocational. Dimension: 229 x 152 x 34. Weight in Grams: 894. . 1997. 1st Edition. hardcover. . . . . Books ship from the US and Ireland. …

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Hardcover. Condición: Brand New. 1st edition. 448 pages. 9.25x6.25x1.25 inches. In Stock.

Condición: New. Elizabeth Fennema, Barbara Scott NelsonThis book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the .

Buch. Condición: Neu. Neuware - This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: \* theoretical perspectives for studying, analyzing, and understanding teacher change; \* descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and \* descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.…

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Condición: New. pp. 448 This item is printed on demand.

HRD. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

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