00988nam0 2200313 450 00002565520130508131733.020090508d1995----km-y0itay50------baengUSa-------001yy<<An >>introduction to dynamic meteorologyJames R. Holton3rd edSan Diego [etc.]Academic press1992X, 511 p.ill.24 cmInternational geophysics series482001International geophysics series001000022591001000001797001000029511<<An >>introduction to dynamic meteorology40986Meteorologia551.5120MeteorologiaHolton,James R.58915ITUNIPARTHENOPE20090508RICAUNIMARC000025655DISAM 551.515/3M 716DISAM2009Introduction to dynamic meteorology40986UNIPARTHENOPE02954oam 2200421 450 991079348020332120191126124511.01-947604-10-4(OCoLC)1128844095(MiFhGG)GVRL88S4(EXLCZ)99410000000775605520181013h20192019 uy 0engurun|---uuuuatxtrdacontentcrdamediacrrdacarrierMaking sense of mathematics for teaching to inform instructional quality /Melissa D. Boston, Amber G. Candela, Juli K. DixonBloomington, Indiana :Solution Tree Press,[2019]�20191 online resource (x, 163 pages) illustrationsGale eBooks1-947604-09-0 Includes bibliographical references and index.Focusing on instructional quality with the IQA mathematics toolkit -- The potential of the task -- Implementation of the task -- Teacher's questions -- Teacher's linking and teacher's press -- Students' linking and students' providing -- Putting it all together: using the IQA to assess and improve instructional practice."In Making Sense of Mathematics for Teaching: Reflecting on Instructional Quality authors Melissa D. Boston, Amber G. Candela, and Juli K. Dixon provide a compelling and illuminating process for focusing on and improving the quality of one's mathematics instruction. With an understanding of the importance of instructional quality to the teaching of mathematics, the authors have focused on building a process that places an emphasis on identifying and improving the aspects of instruction that will have the most impact on students' learning in the mathematics classroom. Recognizing that theory must be supported by concrete evidence, the authors provide numerous strategies and rubrics to assist in implementation and to provide data that will assist in future lesson planning. Furthermore, in the previous books in the Making Sense of Mathematics series, a central premise has been that the reader will learn about the mathematics they are teaching and improve their teaching ability by actually doing the mathematics and that is the case in this book. Readers will rely on the TQE process for guidance as they improve the quality of their instruction, all while building their own understanding and skill with mathematics by actually doing the math they will be teaching"--Provided by publisher.MathematicsStudy and teachingMathematicsStudy and teaching.510.71Boston Melissa1495742Candela Amber G.1981-Dixon Juli K.MiFhGGMiFhGGBOOK9910793480203321Making sense of mathematics for teaching to inform instructional quality3720004UNINA