Learning development mathematics teacher (47 resultados)

No binding. Top right corner slightly creased. Pages tanned. Residue of mailing label on front cover otherwise contents are tight and legible.

paperback. Condición: Fine. Excellent Condition.

Paperback. Condición: New.

Condición: New. The cases in this book are intended to assist teachers, teacher educators, curriculum and staff development specialists in learning to assess, and to support them in their efforts to link assessment with curriculum, teaching and learning. Editor(s): Wilcox, Sandra K.; Lanier, Perry E. Series: Studies in Mathematical Thinking and Learning Series. Num Pages: 328 pages, black & white illustrations. BIC Classification: JNKD; JNT; PB. Category: (P) Professional & Vocational. Dimension: 279 x 216 x 17. Weight in Grams: 935. . 2000. 1st Edition. paperback. . . . .…

paperback. Condición: Fine. Still wrapped in original plastic film, unopened and unworn.

Condición: New. The cases in this book are intended to assist teachers, teacher educators, curriculum and staff development specialists in learning to assess, and to support them in their efforts to link assessment with curriculum, teaching and learning. Editor(s): Wilcox, Sandra K.; Lanier, Perry E. Series: Studies in Mathematical Thinking and Learning Series. Num Pages: 328 pages, black & white illustrations. BIC Classification: JNKD; JNT; PB. Category: (P) Professional & Vocational. Dimension: 279 x 216 x 17. Weight in Grams: 935. . 2000. 1st Edition. paperback. . . . . Books ship from the US and Ireland.…

Paperback. Condición: Brand New. 213 pages. In Stock.

Hardcover. Condición: New.

Condición: New. In English.

Condición: New. In English.

Condición: New.

Condición: New.

Condición: New. In English.

Condición: New. In English.

Condición: New.

Condición: New.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research on the mathematics teacher educator (MTE) is an emerging field that is important to understand effective mathematics teacher education in a rapidly changing world. This edited volume addresses the expertise of MTEs those who support mathematics teachers learning and development at various stages of their careers. It positions MTE expertise as extending beyond category-based knowledge, offering new ways of conceptualizing and examining expertise. Part 1 presents global studies that examine MTE expertise in practice. Part 2 highlights innovative methodologies for investigating MTE learning and development. Part 3 features reflective essays by distinguished MTEs, sharing personal insights, historical accounts, and pivotal moments in their professional journeys. This volume is a valuable resource for both new and experienced MTEs seeking to deepen their practice and research.…

Condición: New.

Hardback. Condición: New. 2021 ed. Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.…

Paperback. Condición: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Hardcover. Condición: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

4° 531 S./pp., Originalbroschur (publisher's paper covers), gutes Exemplar (fine), Sprache: deutsch.

Condición: As New. Unread book in perfect condition.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics.The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs. …

Condición: As New. Unread book in perfect condition.

Condición: New.

Condición: New. 1st ed. 2021 edition NO-PA16APR2015-KAP.

Condición: New. 1st ed. 2021 edition NO-PA16APR2015-KAP.

Hardback. Condición: New. 2021 ed. Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.…

Hardcover. Condición: Brand New. 482 pages. 9.25x6.10x1.06 inches. In Stock.