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Educational research and professional learning in changing times [[electronic resource] ] : the MARBLE experience / / Jane Watson, Kim Beswick, Natalie Brown
| Educational research and professional learning in changing times [[electronic resource] ] : the MARBLE experience / / Jane Watson, Kim Beswick, Natalie Brown |
| Autore | Watson Jane |
| Edizione | [1st ed. 2012.] |
| Pubbl/distr/stampa | Rotterdam, : Sense Publishers, 2012 |
| Descrizione fisica | 1 online resource (334 p.) |
| Disciplina | 370 |
| Altri autori (Persone) |
BeswickKim
BrownNatalie |
| Soggetto topico |
Education - Research
Professional education Teachers - Training of |
| Soggetto genere / forma | Electronic books. |
| ISBN |
94-6091-944-8
94-6091-945-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. Background and the MARBLE project -- section 2. Case studies -- section 3. Writing for teachers -- section 4. Reflections. |
| Record Nr. | UNINA-9910452171403321 |
Watson Jane
|
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| Rotterdam, : Sense Publishers, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educational research and professional learning in changing times [[electronic resource] ] : the MARBLE experience / / Jane Watson, Kim Beswick, Natalie Brown
| Educational research and professional learning in changing times [[electronic resource] ] : the MARBLE experience / / Jane Watson, Kim Beswick, Natalie Brown |
| Autore | Watson Jane |
| Edizione | [1st ed. 2012.] |
| Pubbl/distr/stampa | Rotterdam, : Sense Publishers, 2012 |
| Descrizione fisica | 1 online resource (334 p.) |
| Disciplina | 370 |
| Altri autori (Persone) |
BeswickKim
BrownNatalie |
| Soggetto topico |
Education - Research
Professional education Teachers - Training of |
| ISBN |
94-6091-944-8
94-6091-945-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. Background and the MARBLE project -- section 2. Case studies -- section 3. Writing for teachers -- section 4. Reflections. |
| Record Nr. | UNINA-9910779714003321 |
|
Watson Jane
|
||
| Rotterdam, : Sense Publishers, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educational research and professional learning in changing times [[electronic resource] ] : the MARBLE experience / / Jane Watson, Kim Beswick, Natalie Brown
| Educational research and professional learning in changing times [[electronic resource] ] : the MARBLE experience / / Jane Watson, Kim Beswick, Natalie Brown |
| Autore | Watson Jane |
| Edizione | [1st ed. 2012.] |
| Pubbl/distr/stampa | Rotterdam, : Sense Publishers, 2012 |
| Descrizione fisica | 1 online resource (334 p.) |
| Disciplina | 370 |
| Altri autori (Persone) |
BeswickKim
BrownNatalie |
| Soggetto topico |
Education - Research
Professional education Teachers - Training of |
| ISBN |
94-6091-944-8
94-6091-945-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. Background and the MARBLE project -- section 2. Case studies -- section 3. Writing for teachers -- section 4. Reflections. |
| Record Nr. | UNINA-9910829009603321 |
|
Watson Jane
|
||
| Rotterdam, : Sense Publishers, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Evolution of Research on Teaching Mathematics [[electronic resource] ] : International Perspectives in the Digital Era / / edited by Agida Manizade, Nils Buchholtz, Kim Beswick
| The Evolution of Research on Teaching Mathematics [[electronic resource] ] : International Perspectives in the Digital Era / / edited by Agida Manizade, Nils Buchholtz, Kim Beswick |
| Autore | Manizade Agida |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (380 pages) |
| Disciplina | 510.71 |
| Altri autori (Persone) |
BuchholtzNils
BeswickKim |
| Collana | Mathematics Education in the Digital Era |
| Soggetto topico |
Mathematics - Study and teaching
Teachers - Training of Education - Research Mathematics Education Teaching and Teacher Education Educational Research Ensenyament de la matemàtica Formació del professorat Investigació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-31193-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Cultural context to the evolution of research on teaching mathematics -- 2. Pre-existing mathematics teacher characteristics -- 3. Mathematics teacher competencies, knowledge, and skills -- 4. Research on pre-active mathematics teacher activities -- 5. Research on interactive mathematics teacher activities -- 6. Mathematics teacher training and experiences -- 7. Student mathematics learning activities -- 8. Student mathematics learning outcomes -- 9. External context -- 10. Individual student internal contexts and considerations for mathematics teaching and learning -- 11. Individual student characteristics, abilities, and personal qualities. |
| Record Nr. | UNINA-9910735997803321 |
|
Manizade Agida
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||
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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International handbook of mathematics teacher education . Volume 4 The mathematics teacher educator as a developing professional / / edited by Kim Beswick and Olive Chapmani
| International handbook of mathematics teacher education . Volume 4 The mathematics teacher educator as a developing professional / / edited by Kim Beswick and Olive Chapmani |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Leiden ; ; Boston : , : Brill Sense, , [2020] |
| Descrizione fisica | 1 online resource (x, 420 pages) : illustrations |
| Disciplina | 510.71 |
| Collana | International handbook of mathematics teacher education |
| Soggetto topico |
Mathematics teachers - Training of
Teacher educators - Training of Teacher educators - Vocational guidance Mathematics - Study and teaching |
| ISBN | 90-04-42421-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ; Preface / Olive Chapman. - Mathematics teacher educators as developing professionals: An introduction / Kim Beswick -- ; Part 1. Theories and conceptualisations of mathematics teacher educators and their characteristics / editors : Kim Beswick and Olive Chapman. ; ; Chapter 1 How Far is the Horizon? Teacher Educators' Knowledge and Skills for Teaching High School Mathematics Teachers / Author: Roza Leikin ; ; Chapter 2: Developing as a Mathematics Teacher Educator Learning from the Oxford MSc Experience / Authors: Steve Thornton, Nicola Beaumont, Matt Lewis, and Colin Penfold ; ; Chapter 3 : Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator / Author: Merrilyn Goos -- ; Part 2 : Mathematics Teacher Educators Learning in Transitions and through Collaborations / Editors: Kim Beswick and Olive Chapman : ; Chapter 4: Theorising Theorising About Mathematics Teachers' and Mathematics Teacher Educators' Energetic Learning / Authors: Laurinda Brown and Alf Coles ; ; Chapter 5 Mathematics Teacher Educator Collaborations Building a Community of Practice with Prospective Teachers / Authors: Judy Anderson and Deborah Tully -- ; Chapter 6 Educating Mathematics Teacher Educators The Transposition of Didactical Research and the Development of Researchers and Teacher Educators / Authors: Maha Abboud, Aline Robert, and Janine Rogalski ; ; Chapter 7 Mathematics Teacher Educators' Learning through Self-Based Methodologies / Authors: Olive Chapman, Signe Kastberg, Elizabeth Suazo-Flores, Dana Cox, and Jennifer Ward -- ; Part 3 Mathematics Teacher Educators Learning from Practice / Editors: Kim Beswick and Olive Chapman -- ; Chapter 8 Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers' Mathematics Content Courses / Author: Aina Appova ; ; Chapter 9 Learning to Be Mathematics Teacher Educators From Professional Practice to Personal Development / Authors: Yingkang Wu, Yiling Yao, and Jinfa Cai ; ; Chapter 10 Learning with and from TRU.Teacher Educators and the Teaching for Robust Understanding Framework / Authors: Alan H. Schoenfeld, Evra Baldinger, Jacob Disston, Suzanne Donovan, Angela Dosalmas, Michael Driskill, Heather Fink, David Foster, Ruth Haumersen, Catherine Lewis, Nicole Louie, Alanna Mertens, Eileen Murray, Lynn Narasimhan, Courtney Ortega, Mary Reed, Sandra Ruiz, Alyssa Sayavedra, Tracy Sola, Karen Tran, Anna Weltman, David Wilson, and Anna Zarkh ; ; Chapter 11 Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice / Authors: James A. Mendoza Álvarez, Kathryn Rhoads, and Theresa Jorgensen ; ; Chapter 12 Mathematics Teaching Development in Higher Education / Author: Simon Goodchild ; ; Chapter 13 Becoming a Mathematics Teacher Educator : Perspectives from Kazakhstan and Australia / Authors: Rosemary Callingham, Yershat Sapazhanov, and Alibek Orynbassar -- ; Part 4: Researching Mathematics Teacher Educators /Editors: Kim Beswick and Olive Chapman ; ; Chapter 14 Competing Pressures on Mathematics Teacher Educators /Author: Margaret Marshman -- ; Back Matter ; ; Index |
| Record Nr. | UNINA-9910794230903321 |
| Leiden ; ; Boston : , : Brill Sense, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
International handbook of mathematics teacher education . Volume 4 The mathematics teacher educator as a developing professional / / edited by Kim Beswick and Olive Chapmani
| International handbook of mathematics teacher education . Volume 4 The mathematics teacher educator as a developing professional / / edited by Kim Beswick and Olive Chapmani |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Leiden ; ; Boston : , : Brill Sense, , [2020] |
| Descrizione fisica | 1 online resource (x, 420 pages) : illustrations |
| Disciplina | 510.71 |
| Collana | International handbook of mathematics teacher education |
| Soggetto topico |
Mathematics teachers - Training of
Teacher educators - Training of Teacher educators - Vocational guidance Mathematics - Study and teaching |
| ISBN | 90-04-42421-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ; Preface / Olive Chapman. - Mathematics teacher educators as developing professionals: An introduction / Kim Beswick -- ; Part 1. Theories and conceptualisations of mathematics teacher educators and their characteristics / editors : Kim Beswick and Olive Chapman. ; ; Chapter 1 How Far is the Horizon? Teacher Educators' Knowledge and Skills for Teaching High School Mathematics Teachers / Author: Roza Leikin ; ; Chapter 2: Developing as a Mathematics Teacher Educator Learning from the Oxford MSc Experience / Authors: Steve Thornton, Nicola Beaumont, Matt Lewis, and Colin Penfold ; ; Chapter 3 : Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator / Author: Merrilyn Goos -- ; Part 2 : Mathematics Teacher Educators Learning in Transitions and through Collaborations / Editors: Kim Beswick and Olive Chapman : ; Chapter 4: Theorising Theorising About Mathematics Teachers' and Mathematics Teacher Educators' Energetic Learning / Authors: Laurinda Brown and Alf Coles ; ; Chapter 5 Mathematics Teacher Educator Collaborations Building a Community of Practice with Prospective Teachers / Authors: Judy Anderson and Deborah Tully -- ; Chapter 6 Educating Mathematics Teacher Educators The Transposition of Didactical Research and the Development of Researchers and Teacher Educators / Authors: Maha Abboud, Aline Robert, and Janine Rogalski ; ; Chapter 7 Mathematics Teacher Educators' Learning through Self-Based Methodologies / Authors: Olive Chapman, Signe Kastberg, Elizabeth Suazo-Flores, Dana Cox, and Jennifer Ward -- ; Part 3 Mathematics Teacher Educators Learning from Practice / Editors: Kim Beswick and Olive Chapman -- ; Chapter 8 Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers' Mathematics Content Courses / Author: Aina Appova ; ; Chapter 9 Learning to Be Mathematics Teacher Educators From Professional Practice to Personal Development / Authors: Yingkang Wu, Yiling Yao, and Jinfa Cai ; ; Chapter 10 Learning with and from TRU.Teacher Educators and the Teaching for Robust Understanding Framework / Authors: Alan H. Schoenfeld, Evra Baldinger, Jacob Disston, Suzanne Donovan, Angela Dosalmas, Michael Driskill, Heather Fink, David Foster, Ruth Haumersen, Catherine Lewis, Nicole Louie, Alanna Mertens, Eileen Murray, Lynn Narasimhan, Courtney Ortega, Mary Reed, Sandra Ruiz, Alyssa Sayavedra, Tracy Sola, Karen Tran, Anna Weltman, David Wilson, and Anna Zarkh ; ; Chapter 11 Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice / Authors: James A. Mendoza Álvarez, Kathryn Rhoads, and Theresa Jorgensen ; ; Chapter 12 Mathematics Teaching Development in Higher Education / Author: Simon Goodchild ; ; Chapter 13 Becoming a Mathematics Teacher Educator : Perspectives from Kazakhstan and Australia / Authors: Rosemary Callingham, Yershat Sapazhanov, and Alibek Orynbassar -- ; Part 4: Researching Mathematics Teacher Educators /Editors: Kim Beswick and Olive Chapman ; ; Chapter 14 Competing Pressures on Mathematics Teacher Educators /Author: Margaret Marshman -- ; Back Matter ; ; Index |
| Record Nr. | UNINA-9910821299003321 |
| Leiden ; ; Boston : , : Brill Sense, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The learning and development of mathematics teacher educators : international perspectives and challenges / / edited by Merrilyn Goos, Kim Beswick
| The learning and development of mathematics teacher educators : international perspectives and challenges / / edited by Merrilyn Goos, Kim Beswick |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (472 pages) |
| Disciplina | 510.71 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics - Study and teaching
Ensenyament de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-62408-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- Contents -- Contributors -- Editor and Author Biographies -- Editors -- Authors -- Chapter 1: Introduction: The Learning and Development of Mathematics Teacher Educators -- 1.1 Rationale -- 1.2 Who Is a Mathematics Teacher Educator? -- 1.3 Structure of the Book -- 1.3.1 Theme 1: The Nature of Mathematics Teacher Educator Expertise -- 1.3.1.1 Questions Addressed by Theme 1 Chapters -- 1.3.2 Theme 2: Learning and Developing as a Mathematics Teacher Educator -- 1.3.2.1 Questions Addressed by Theme 2 Chapters -- 1.3.3 Theme 3: Methodological Challenges in Researching Mathematics Teacher Educator Expertise, Learning, and Development -- 1.3.3.1 Questions Addressed by Theme 3 Chapters -- 1.3.4 Commentary Chapters -- 1.4 Contributions to Advancing the Field -- References -- Part I: The Nature of Mathematics Teacher Educator Expertise -- Chapter 2: What Do Mathematics Teacher Educators Need to Know? Reflections Emerging from the Content of Mathematics Teacher Education -- 2.1 Introduction -- 2.2 Mathematics Teacher Educator Knowledge -- 2.3 Mathematical Knowledge -- 2.4 Knowledge About Teachers' PCK -- 2.5 Knowledge About Mathematics Teaching Practices and Skills -- 2.6 Knowledge About Professional Identity -- 2.7 Pedagogical Content Knowledge: What Does 'Content' Mean Here? -- 2.8 Knowledge of the Features of the Professional Development of Mathematics Teachers -- 2.9 Knowledge of Teaching the Content of Initial Mathematics Teacher Education Programmes -- 2.10 Knowledge of the Standards of Mathematics Teacher Education Programmes -- 2.11 Three Profiles of MTE -- 2.12 Concluding Remarks -- References -- Chapter 3: Applying the Knowledge Quartet to Mathematics Teacher Educators: A Case Study Undertaken in a Co-teaching Context -- 3.1 Introduction -- 3.2 Review of Literature -- 3.2.1 Mathematical Knowledge for Teaching.
3.3 Theoretical Framework -- 3.3.1 The Knowledge Quartet -- 3.4 Methodology -- 3.5 Results and Discussion -- 3.5.1 Lesson Episode 1: Algebraic Thinking -- 3.5.1.1 Lesson Observations -- 3.5.1.2 Post-lesson Data -- 3.5.1.3 Post-lesson Reflections: Co-teachers -- 3.5.2 Lesson Episode 2: Measurement -- 3.5.2.1 Post-lesson Data -- 3.5.2.2 Links to the Knowledge Quartet -- 3.5.2.3 Foundation -- 3.5.2.4 Transformation -- 3.5.2.5 Connection -- 3.5.2.6 Contingency -- 3.6 Conclusions and Implications -- References -- Chapter 4: The Research Mathematicians in the Classroom: How Their Practice Has Potential to Foster Student Horizon -- 4.1 Undergraduate Studies in Mathematics and the Teaching Profession: Teachers' Mathematical Horizon -- 4.2 Research Mathematicians' Teaching Practices that Have Potential Implications on Teacher Education Programmes -- 4.3 Research Mathematicians' Teaching Practices with the Potential to Foster Students' Horizon -- 4.3.1 Methodology and Settings -- 4.3.2 Teaching Work on Fostering Student Horizon -- 4.4 Drawing on Examples -- 4.5 Connecting Mathematical Areas -- 4.6 Visualising -- 4.7 Simplifying -- 4.7.1 In a Nutshell -- 4.8 Implications for Mathematics Teacher Education -- References -- Chapter 5: Pedagogical Tasks Toward Extending Mathematical Knowledge: Notes on the Work of Teacher Educators -- 5.1 Introduction -- 5.2 Script-Writing in Mathematics Education -- 5.3 The Usage-Goal Framework -- 5.4 Context for the Examples -- 5.5 Example 1: Functions, Not Just Linear -- 5.5.1 The Scripting Task: Functions -- 5.5.2 Snapshots from the Scripts: Functions -- 5.5.2.1 On the Notion of Function -- 5.5.2.2 Polynomial Expressions -- 5.5.3 Follow-Up Activities: Functions -- 5.5.3.1 Function Definition -- 5.5.3.2 Fitting Polynomials -- 5.6 Example 2: Irrational Exponents, Not Just with a Calculator. 5.6.1 The Scripting Task: Irrational Exponents -- 5.6.2 Snapshots from the Scripts: Irrational Exponents -- 5.6.2.1 Irrationals Can Only Be Approximated -- 5.6.2.2 Attempting to Make Sense of Irrational Exponents with the Use of Graphs -- 5.6.3 Follow-Up Activities: Irrational Exponents -- 5.6.3.1 Finding Irrational Numbers on the Number Line -- 5.6.3.2 Graphing Rational Exponents -- 5.7 Conclusion -- References -- Chapter 6: Characterisation of Mathematics Teacher Educators' Knowledge in Terms of Teachers' Professional Potential and Challenging Content for Mathematics Teachers -- 6.1 Introduction -- 6.2 Background -- 6.2.1 Students' Mathematical Potential as Challenging Content for MTs -- 6.2.2 MTs' and MTEs' Proficiency as a Function of Varying Mathematical Challenge -- 6.3 Framing Challenging Content for MTs Using Mathematical Challenge and Mathematical Potential -- 6.4 MTEs' Knowledge and Skills in Terms of MTs' Professional Potential and Challenging Content for MTs -- References -- Chapter 7: Learning to Teach Mathematics: How Secondary Prospective Teachers Describe the Different Beliefs and Practices of Their Mathematics Teacher Educators -- 7.1 Beliefs About Mathematics and Mathematics Teaching -- 7.2 This Study -- 7.3 Survey Results and Discussion -- 7.3.1 Beliefs About Mathematics -- 7.3.2 Beliefs About Teaching Mathematics -- 7.4 Beliefs About Learning Mathematics -- 7.4.1 Differences Between the Beliefs of Subgroups of MTEs and Between MTEs and Prospective Teachers -- 7.5 Differences Related to MTEs' Qualifications -- 7.6 Interviews with MTEs and Prospective Teachers -- 7.6.1 The Case of Ryan -- 7.6.2 The Case of Paul -- 7.6.3 The Case of Sam -- 7.6.4 Discussion of the MTE Cases -- 7.6.5 Prospective Teachers' Views on Mathematics Teaching -- 7.7 Conclusions -- References -- Part II: Learning and Developing as a Mathematics Teacher Educator. Chapter 8: Supporting Mathematics Teacher Educators' Growth and Development Through Communities of Practice -- 8.1 Background -- 8.2 Forming the Community of Practice -- 8.3 Theoretical Framings -- 8.3.1 Reflection and Inquiry -- 8.3.2 Mathematical Knowledge for Teaching -- 8.4 Our CoP Processes -- 8.5 What Did We Learn? -- 8.5.1 Mathematics Content Knowledge -- 8.5.2 Working with Young Adult Learners -- 8.5.3 Thinking About Our Questioning -- 8.5.4 Learning from Our Community of Practice -- 8.6 Communities of Practice in the MTE Community -- 8.7 Conclusions -- References -- Chapter 9: Artifact-Enhanced Collegial Inquiry: Making Mathematics Teacher Educator Practice Visible -- 9.1 The Methods Course -- 9.1.1 General Information -- 9.1.2 Cycle of Enactment and Investigation -- 9.1.3 Contemplate then Calculate (CtC) -- 9.2 Theoretical Perspective -- 9.3 Artifact-Enhanced Collegial Inquiry (ACI) -- 9.4 Illustrating ACI -- 9.4.1 Phase 1: Proposing and Negotiating the Focus of Inquiry Within MTE Practice -- 9.4.2 Phase 2: Reconstructing and Enhancing the Focus of Inquiry with Artifacts -- 9.4.3 Phase 3: Consolidating and Projecting Forward from Focal Analysis to Future MTE Practice -- 9.4.4 Coda -- 9.5 Discussion -- References -- Chapter 10: Working with Awareness as Mathematics Teacher Educators: Experiences to Issues to Actions -- 10.1 Introduction -- 10.2 Background Ideas -- 10.2.1 Working with Awarenesses -- 10.2.2 Metacommunication -- 10.2.3 Second-Person Perspectives -- 10.3 A Way of Working: Experiences to Issues to Actions (Laurinda) -- 10.3.1 Story: Planning for the 4-Minute Workshop -- 10.3.1.1 Task 1: Limitations We Put on Ourselves -- 10.3.1.2 Task 2: What to Do When Students Have Finished? -- 10.3.1.3 Task 3: What's the Purpose of the Activity? -- 10.4 Current Stories and Discussions of Planning -- 10.4.1 Alf: Session on Using ICT. 10.4.2 Tracy: Session on "Algebra" -- 10.4.3 Julian: Session on "Assessment" -- 10.5 Reflecting on Similarities and Differences in the Learning of Prospective Teachers and MTEs -- 10.6 Layers of Awareness -- References -- Chapter 11: Mapping the Territory: Using Second-Person Interviewing Techniques to Narratively Explore the Lived Experience of Becoming a Mathematics Teacher Educator -- 11.1 Introduction -- 11.2 Theoretical Underpinnings -- 11.2.1 Being an Enactivist -- 11.2.2 What Is Learning? -- 11.2.3 Second-Person Interviewing -- 11.3 Methodology and Methods -- 11.3.1 Using the Protocol for Second-Person Interviewing -- 11.3.2 Stabilising Attention -- 11.3.3 Turning the Attention from What to How? -- 11.3.4 Moving from a General Representation to a Singular Experience -- 11.3.5 Getting to New Basic-Category Labels -- 11.4 Case Study Written by Alistair: Becoming a Mathematics Teacher Educator -- 11.4.1 Narrative for Strapline: Setting Up the Culture -- 11.5 Discussion of Case Study -- 11.6 Multiple Perspectives -- 11.6.1 Strapline: Setting Up the Culture -- 11.6.2 Thoughts on Similarities and Differences for Setting Up the Culture -- 11.6.3 Strapline: Listening and Listening for -- 11.6.4 Thoughts on Similarities and Differences for Listening and Listening for -- 11.7 Final Discussion -- References -- Chapter 12: From Researcher in Pure Mathematics to Primary School Mathematics Teacher Educator -- 12.1 Introduction -- 12.2 Teacher Education in Norway -- 12.3 Literature on Becoming a Mathematics Teacher Educator -- 12.4 Methodology: Inner Research and Self-Study -- 12.5 Investigation of MTE Learning Within a Four-Dimensional Framework -- 12.5.1 Knowledge and Learning -- 12.5.2 Inquiry and Reflection -- 12.5.3 Insider and Outsider -- 12.5.4 Individual and Community -- 12.6 Conclusion -- References. Chapter 13: Shaping our Collective Identity as Mathematics Teacher Educators. |
| Record Nr. | UNINA-9910484137603321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||