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Educating Prospective Secondary Mathematics Teachers : Knowledge, Identity, and Pedagogical Practices / / edited by Marilyn E. Strutchens, Rongjin Huang, Despina Potari, Leticia Losano
| Educating Prospective Secondary Mathematics Teachers : Knowledge, Identity, and Pedagogical Practices / / edited by Marilyn E. Strutchens, Rongjin Huang, Despina Potari, Leticia Losano |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (VI, 328 p. 61 illus.) |
| Disciplina | 370 |
| Collana | ICME-13 Monographs |
| Soggetto topico |
Mathematics—Study and teaching
Study Skills Learning Instruction Teaching International education Comparative education Mathematics Education Study and Learning Skills Learning & Instruction Teaching and Teacher Education International and Comparative Education |
| ISBN | 3-319-91059-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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. |
| Record Nr. | UNINA-9910299552003321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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How Chinese teach mathematics and improve teaching / / edited by Yeping Li & Rongjin Huang
| How Chinese teach mathematics and improve teaching / / edited by Yeping Li & Rongjin Huang |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | xvii, 244 p. : ill |
| Disciplina | 510.71/051 |
| Altri autori (Persone) |
HuangRongjin
LiYeping |
| Collana | Studies in mathematical thinking and learning |
| Soggetto topico |
Mathematics - Study and teaching - China
Education - China |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-136-27356-5
9786613833839 1-283-52138-5 0-203-11011-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. Introduction and perspectives -- section 2. Chinese teachers' regular practices for developing and improving classroom instruction -- section 3. Mathematical instruction practices and classroom environment in China -- section 4. Selected approaches and practices for improving the quality of teachers and their teaching -- section 5. Commentary. |
| Record Nr. | UNINA-9910465218203321 |
| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How Chinese teach mathematics and improve teaching / / edited by Yeping Li & Rongjin Huang
| How Chinese teach mathematics and improve teaching / / edited by Yeping Li & Rongjin Huang |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | xvii, 244 p. : ill |
| Disciplina | 510.71/051 |
| Altri autori (Persone) |
HuangRongjin
LiYeping |
| Collana | Studies in mathematical thinking and learning |
| Soggetto topico |
Mathematics - Study and teaching - China
Education - China |
| ISBN |
1-136-27355-7
1-136-27356-5 9786613833839 1-283-52138-5 0-203-11011-0 |
| Classificazione | EDU000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. Introduction and perspectives -- section 2. Chinese teachers' regular practices for developing and improving classroom instruction -- section 3. Mathematical instruction practices and classroom environment in China -- section 4. Selected approaches and practices for improving the quality of teachers and their teaching -- section 5. Commentary. |
| Record Nr. | UNINA-9910791922903321 |
| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How Chinese teach mathematics and improve teaching / / edited by Yeping Li & Rongjin Huang
| How Chinese teach mathematics and improve teaching / / edited by Yeping Li & Rongjin Huang |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | xvii, 244 p. : ill |
| Disciplina | 510.71/051 |
| Altri autori (Persone) |
HuangRongjin
LiYeping |
| Collana | Studies in mathematical thinking and learning |
| Soggetto topico |
Mathematics - Study and teaching - China
Education - China |
| ISBN |
1-136-27355-7
1-136-27356-5 9786613833839 1-283-52138-5 0-203-11011-0 |
| Classificazione | EDU000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. Introduction and perspectives -- section 2. Chinese teachers' regular practices for developing and improving classroom instruction -- section 3. Mathematical instruction practices and classroom environment in China -- section 4. Selected approaches and practices for improving the quality of teachers and their teaching -- section 5. Commentary. |
| Record Nr. | UNINA-9910817247603321 |
| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Mathematics Education of Prospective Secondary Teachers Around the World [[electronic resource] /] / by Marilyn E. Strutchens, Rongjin Huang, Leticia Losano, Despina Potari, Márcia Cristina de Costa Trindade Cyrino, João Pedro da Ponte, Rose Mary Zbiek
| The Mathematics Education of Prospective Secondary Teachers Around the World [[electronic resource] /] / by Marilyn E. Strutchens, Rongjin Huang, Leticia Losano, Despina Potari, Márcia Cristina de Costa Trindade Cyrino, João Pedro da Ponte, Rose Mary Zbiek |
| Autore | Strutchens Marilyn E |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (VIII, 58 p.) |
| Disciplina | 370 |
| Collana | ICME-13 Topical Surveys |
| Soggetto topico |
Mathematics—Study and teaching
Teaching Mathematics Education Teaching and Teacher Education |
| ISBN | 3-319-38965-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Main Topics You Can Find in this “ICME-13 Topical Survey” -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead.’ Update the TOC after the manuscript has been received. |
| Record Nr. | UNINA-9910165180403321 |
Strutchens Marilyn E
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching and Learning Mathematics through Variation : Confucian Heritage Meets Western Theories / / edited by Rongjin Huang, Yeping Li
| Teaching and Learning Mathematics through Variation : Confucian Heritage Meets Western Theories / / edited by Rongjin Huang, Yeping Li |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2017 |
| Descrizione fisica | 1 online resource (XVI, 460 p.) |
| Disciplina | 370 |
| Collana | Mathematics Teaching and Learning |
| Soggetto topico |
Education
Education, general |
| ISBN | 94-6300-782-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- Acknowledgements -- Part I: Theoretical Perspectives -- Introduction -- Theory and Development of Teaching through Variation in Mathematics in China -- ‘Bianshi’ and the Variation Theory of Learning: Illustrating Two Frameworks of Variation and Invariance in the Teaching of Mathematics -- Variation in Tool-Based Mathematics Pedagogy: The Case of Dynamic Virtual Tool -- Pedagogy of Variations: Synthesis of Various Notions of Variation Pedagogy -- Part II: Variation as a Pedagogical Perspective for Classroom Instruction in China -- Introduction -- Characteristics of Teaching Mathematical Problem Solving in China: Analysis of a Lesson from the Perspective of Variation -- Teaching the Formula of Perfect Square through Bianshi Teaching -- Teaching Geometrical Concepts through Variation: A Case Study of a Shanghai Lesson -- Teaching Geometry Review Lesson through Variation: A Case Study -- Teaching Algebra through Variations: Contrast, Generalization, Fusion, and Separation -- Part III: The Pedagogical Perspective of Variations as a Principle for Curriculum Development and Teacher Professional Development in China -- Introduction: “The Lesson Plan is Only the Teacher’s Hypothesis of Students’ Learning” -- Strategies for Using Variation Tasks in Selected Mathematics Textbooks in China -- An Expert Teacher’s Use of Teaching with Variation to Support a Junior Mathematics Teacher’s Professional Learning -- Teaching and Learning Mathematics through Variation in Lesson Study -- Part IV: Use of the Pedagogy of Variation Around the World -- Introduction: Putting Variation Theory to Work -- Improving Teaching through Variation: A Japanese Perspective -- Developing Algebraic Reasoning through Variation in the U.S. -- Using Variation of Multiplicity in Highlighting Critical Aspects of Multiple Solution Tasks and Modeling Tasks -- Learning to Teach with Variation: Experiences from Learning Study in Sweden -- Part V: Commentary and Conclusion -- Teaching through Variation: An Asian Perspective – Is the Variation Theory of Learning Varying? -- Teaching through Variation: A European Perspective -- Issues in Variation Theory and How It Could Inform Pedagogical Choices -- About the Authors -- Subject Index. |
| Record Nr. | UNINA-9910255110803321 |
| Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Theory and Practice of Lesson Study in Mathematics : An International Perspective / / edited by Rongjin Huang, Akihiko Takahashi, João Pedro da Ponte
| Theory and Practice of Lesson Study in Mathematics : An International Perspective / / edited by Rongjin Huang, Akihiko Takahashi, João Pedro da Ponte |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 recurso en línea (855 pages) |
| Disciplina |
370
510.71 |
| Collana | Advances in Mathematics Education |
| Soggetto topico |
Mathematics—Study and teaching
Education—Research Learning, Psychology of Mathematics Education Research Methods in Education Instructional Psychology |
| ISBN | 3-030-04031-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I Theoretical Perspectives of Lesson Study -- 1. Theory and Practice of Lesson study in mathematics around the world, Rongjin Huang, Akihiko Takahashi and João Pedro da Ponte -- 2. How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact, Catherine Lewis, Shelley Friedkin, Katherine Emerson, Laura Henn, and Lynn Goldsmith -- 3. How Could Cultural-Historical Activity Theory Inspire Lesson Study? Ge Wei -- 4. Developing Teachers’ Expertise in Mathematics Instruction as Deliberate Practice through Chinese Lesson Study, Xue Han and Rongjin Huang -- 5. Doing and Investigating Lesson Study with the Theory of Didactical Situations, Jacob Bahn & Carl Winsløw -- 6. Theorising Professional Learning through Lesson Study using the Interconnected Model of Professional Growth, Wanty Widjaja, Colleen Vale, Susie Groves and Brian Doig -- 7. Teaching for Robust Understanding with Lesson Study, Alan Schoenfeld, Angela Dosalmas, Heather Fink, Alyssa Sayavedra, Karen Tran, Anna Weltman, Anna Zarkh, and Sandra Zuniga-Ruiz -- Part II Historical and Cultural Perspectives in Japan and China -- Preface to Part II, Lynn Paine -- 8. The Origin and Development of Lesson Study in Japan, Naomichi Makinae -- 9 Lesson Study and Textbook Revisions: What Can We Learn from the Japanese Case? Tad Watanabe -- 10 An Analysis of Chinese Lesson Study from Historical and Cultural Perspectives, Xuhui Li -- 11 Lesson Study and Its Role in the Implementation of Curriculum Reform in China, Xingfeng Huang, Rongjin Huang, Yan Huang, Chenqi Wu, Hui Jiang, and Cecilia Anne Wanner -- Part III Adaption Lesson Study in Selected Education Systems -- Preface to Part III, Wasyl Cajkler -- 12 Using School-Wide Collaborative Lesson Research to Implement Standards and Improve Student Learning: Models and Preliminary Results, Akihiko Takahashi and Thomas McDougal -- 13 Implementing a New Mathematics Curriculum in England: District Research Lesson Study as a Driver for Student Learning, Teacher Learning and Professional Dialogue, Peter Dudley, Paul Warwick, Maria Vrikki, Jan D. Vermunt, Neil Mercer, Nicolette van Halem, and Anne Mette Færøyvik Karlsen -- 14. A Case of Lesson Study in South Africa, Jill Adler and Jehad Alshwaikh -- 15. How Variance and Invariance Can Inform Teachers’ Enactment of Mathematics Lessons, Paulino Preciado-Babb, Martina Metz and Brent Davis -- 16. Capturing Changes and Differences in Teacher Reflection through Lesson Study: A Comparison of Two Culturally Diverse Malaysian Primary Schools, Liew Kee Kor, Saw Fen Tan and Chap Sam Lim -- 17. Representing Instructional Improvements in Lesson Study through Principled Analysis of Research Lessons – A Case of Equivalent Fractions, Yanping Fang, Xiong Wang and Christine Lee Kim-Eng -- 18. What Knowledge Do Teachers Use in Lesson Study? A Focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity, Stéphane Clivaz and Aoibhinn Ni Shuilleabhain -- 19. Identifying What is Critical for Learning ‘Rate of Change’ : Experiences from a Learning Study in Sweden, Robert Gunnarsson, Ulla Runesson, and Per Håkansson -- Part IV Mathematics Teacher Preparation and Lesson Study -- Preface to Part IV, Raymond Bjuland -- 20. Developing Learning Communities through Lesson Study, Guðný Helga Gunnarsdóttir and Guðbjörg Pálsdóttir -- 21. Lesson Study for Preservice Teachers, Jennifer M. Lewis -- 22. How Lesson Study Helps Student Teachers Learn How to Teach Mathematics through Problem-Solving: Case Study of a Student Teacher in Japan, Koichi Nakamura -- 23. Lesson Study in a Mathematics Methods Course: Overcoming Cultural Barriers, Blake E. Peterson, Dawn Teuscher and Thomas E. Ricks -- 24. Improving Prospective Teachers’ Lesson Planning Knowledge and Skills Through Lesson Study, Suanrong Chen and Bo Zhang -- 25. Lesson Study in Mathematics Initial Teacher Education in England, Fay Baldry and Colin Foster -- Part V Studies on key aspects of Lesson study -- Preface to Part V, Keith Wood -- 26. Implementing Mathematics Teaching That Promotes Students’ Understanding Through Theory-driven Lesson Study, Rongjin Huang, Zikun Gong and Xue Han -- 27. Learning and Leading Lesson Study, Jennifer M. Lewis -- 28 Characterizing Mathematics Teaching Research Specialists’ Mentoring in the Context of Chinese Lesson Study, Feishi Gu and Lingyuan Gu -- 29 Designing and Adapting Tasks in Lesson Planning: A Critical Process of Lesson Study, Toshiakira Fujii -- 30 A Critical Mechanism for Improving Teaching and Promoting Teacher Learning during Chinese Lesson Study: An Analysis of the Dynamics between Enactment and Reflection, Rongjin Huang, Dovie Kimmins and Jeremy Winters -- 31 Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development, Motoko Akiba, Aki Murata, Cassie Howard, Bryan Wilkinson, and Judith Fabrega -- 32 The Use of Lesson Study to Unpack Learning Trajectories and Deepen Teachers’ Horizon Knowledge, Jennifer Suh, Sara Birkhead,Terrie Galanti, Rachelle Farmer and Padmanabhan Seshaiyer -- Part VI Commentary -- 33 A Western Perspective, John Elliott -- 34 An Eastern Perspective, Mun Ling Lo. |
| Record Nr. | UNINA-9910337756703321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||