Caught in the act : reflections on continuing professional development of mathematics teachers in a collaborative partnership / / editors, Cyril Julie, Lorna Holtman, Charles R. Smith |
Edizione | [First edition.] |
Pubbl/distr/stampa | [Place of publication not identified] : , : Sun Press, , 2019 |
Descrizione fisica | 1 online resource (xvii, 198 pages) |
Disciplina | 510.71 |
Soggetto topico | Mathematics teachers - Education |
Soggetto genere / forma | Electronic books. |
ISBN | 1-928480-37-3 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
a Intro -- Contents -- Acknowledgements -- Dedication -- Contributors -- Acronym List -- Introduction -- 1. Initial insights into a continuing professional development project for mathematics teachers -- 2. A continuing professional development project for mathematics teachers: anactivity-theory perspective -- 3. Assessment of teachers' mathematical content knowledge through large-scale tests: what are the implications for CPD? -- 4. Appropriation of CPD by mathematics teachers: a case study of the Ledimtali teachers' appropriation of spiral revision
5. Facilitating and mediating by mathematics teacher educators as a matter of positionality -- 6. Practicing teachers and the development of mathematical modelling competencies through mathematical modelling as content -- 7. Professional learning in third spaces -- 8. Professional learning communities, professional learning and the role of relational agency -- 9. An ethnomethodological analysis of candidates' work in high-stakes mathematics examinations and its possible use in CPD initiatives -- Examination-driventeaching as an underpinningof ledimatali |
Record Nr. | UNINA-9910480367403321 |
[Place of publication not identified] : , : Sun Press, , 2019 | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|
Caught in the act : reflections on continuing professional development of mathematics teachers in a collaborative partnership / / editors, Cyril Julie, Lorna Holtman, Charles R. Smith |
Edizione | [First edition.] |
Pubbl/distr/stampa | [Place of publication not identified] : , : Sun Press, , 2019 |
Descrizione fisica | 1 online resource (xvii, 198 pages) |
Disciplina | 510.71 |
Soggetto topico | Mathematics teachers - Education |
ISBN | 1-928480-37-3 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
a Intro -- Contents -- Acknowledgements -- Dedication -- Contributors -- Acronym List -- Introduction -- 1. Initial insights into a continuing professional development project for mathematics teachers -- 2. A continuing professional development project for mathematics teachers: anactivity-theory perspective -- 3. Assessment of teachers' mathematical content knowledge through large-scale tests: what are the implications for CPD? -- 4. Appropriation of CPD by mathematics teachers: a case study of the Ledimtali teachers' appropriation of spiral revision
5. Facilitating and mediating by mathematics teacher educators as a matter of positionality -- 6. Practicing teachers and the development of mathematical modelling competencies through mathematical modelling as content -- 7. Professional learning in third spaces -- 8. Professional learning communities, professional learning and the role of relational agency -- 9. An ethnomethodological analysis of candidates' work in high-stakes mathematics examinations and its possible use in CPD initiatives -- Examination-driventeaching as an underpinningof ledimatali |
Record Nr. | UNINA-9910793831303321 |
[Place of publication not identified] : , : Sun Press, , 2019 | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|
Caught in the act : reflections on continuing professional development of mathematics teachers in a collaborative partnership / / editors, Cyril Julie, Lorna Holtman, Charles R. Smith |
Edizione | [First edition.] |
Pubbl/distr/stampa | [Place of publication not identified] : , : Sun Press, , 2019 |
Descrizione fisica | 1 online resource (xvii, 198 pages) |
Disciplina | 510.71 |
Soggetto topico | Mathematics teachers - Education |
ISBN | 1-928480-37-3 |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
a Intro -- Contents -- Acknowledgements -- Dedication -- Contributors -- Acronym List -- Introduction -- 1. Initial insights into a continuing professional development project for mathematics teachers -- 2. A continuing professional development project for mathematics teachers: anactivity-theory perspective -- 3. Assessment of teachers' mathematical content knowledge through large-scale tests: what are the implications for CPD? -- 4. Appropriation of CPD by mathematics teachers: a case study of the Ledimtali teachers' appropriation of spiral revision
5. Facilitating and mediating by mathematics teacher educators as a matter of positionality -- 6. Practicing teachers and the development of mathematical modelling competencies through mathematical modelling as content -- 7. Professional learning in third spaces -- 8. Professional learning communities, professional learning and the role of relational agency -- 9. An ethnomethodological analysis of candidates' work in high-stakes mathematics examinations and its possible use in CPD initiatives -- Examination-driventeaching as an underpinningof ledimatali |
Record Nr. | UNINA-9910824604503321 |
[Place of publication not identified] : , : Sun Press, , 2019 | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|