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The Mathematics Teacher in the Digital Era [[electronic resource] ] : International Research on Professional Learning and Practice / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair
| The Mathematics Teacher in the Digital Era [[electronic resource] ] : International Research on Professional Learning and Practice / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair |
| Edizione | [2nd ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (447 pages) |
| Disciplina | 929.374 |
| Collana | Mathematics Education in the Digital Era |
| Soggetto topico |
Mathematics - Study and teaching
Teachers - Training of Educational technology Mathematics Education Teaching and Teacher Education Digital Education and Educational Technology Professors de matemàtica Formació del professorat Innovacions educatives |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-05254-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1: Introduction -- 2: Designing Professional Development for Teaching Mathematics With Technology: A Multi-Level Approach to Foster Teacher and Facilitator Noticing -- 3: Using Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course -- 4: An Ensemble Approach to Studying the Teaching of Multiplication Using Touchtimes -- 5: Using First- and Second-Order Models to Characterise In-Service Teachers’ Video-Aided Reflection on Teaching and Learning with 3D Pens -- 6: Opportunities and Challenges that Silent Video Tasks Bring to the Mathematics Classroom -- Teaching Linear Equations with Technology: A Flipped Perspective -- 7: Tensions and Proximities in teaching and learning activities: Case study of a teacher’s implementation of tablet-based lesson -- 8: Digital Resources in Kindergarten Teachers’ Documents and Resource Systems: A Case Study in France -- 9: Analysis of Primary School Teachers’ Roles in the Dynamics of Mathematics Lessons that Integrate Technology Resources in Challenging Socio-Economic Contexts -- 10: Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology -- 11: Instrumental Orchestration of the use of Programming Technology for Authentic Mathematics Investigation Projects -- 12: Researching Professional Trajectories Regarding the Integration of Digital Technologies: The Case of Vera, A Novice Mathematics Teacher -- 13:The Abrupt Transition to Online Mathematics Teaching due to the Covid-19 Pandemic: Listening to Latin American Teachers’ Voices -- 14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse Teachers' Collaborative Work with Researchers in Technological Settings -- 15:Revisiting Theories that Frame Research on Teaching Mathematics with Digital Technology. |
| Record Nr. | UNISA-996518464903316 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
The Mathematics Teacher in the Digital Era : International Research on Professional Learning and Practice / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair
| The Mathematics Teacher in the Digital Era : International Research on Professional Learning and Practice / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair |
| Edizione | [2nd ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (447 pages) |
| Disciplina |
929.374
510.71 |
| Collana | Mathematics Education in the Digital Era |
| Soggetto topico |
Mathematics - Study and teaching
Teachers - Training of Educational technology Mathematics Education Teaching and Teacher Education Digital Education and Educational Technology Professors de matemàtica Formació del professorat Innovacions educatives |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-05254-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1: Introduction -- 2: Designing Professional Development for Teaching Mathematics With Technology: A Multi-Level Approach to Foster Teacher and Facilitator Noticing -- 3: Using Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course -- 4: An Ensemble Approach to Studying the Teaching of Multiplication Using Touchtimes -- 5: Using First- and Second-Order Models to Characterise In-Service Teachers’ Video-Aided Reflection on Teaching and Learning with 3D Pens -- 6: Opportunities and Challenges that Silent Video Tasks Bring to the Mathematics Classroom -- Teaching Linear Equations with Technology: A Flipped Perspective -- 7: Tensions and Proximities in teaching and learning activities: Case study of a teacher’s implementation of tablet-based lesson -- 8: Digital Resources in Kindergarten Teachers’ Documents and Resource Systems: A Case Study in France -- 9: Analysis of Primary School Teachers’ Roles in the Dynamics of Mathematics Lessons that Integrate Technology Resources in Challenging Socio-Economic Contexts -- 10: Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology -- 11: Instrumental Orchestration of the use of Programming Technology for Authentic Mathematics Investigation Projects -- 12: Researching Professional Trajectories Regarding the Integration of Digital Technologies: The Case of Vera, A Novice Mathematics Teacher -- 13:The Abrupt Transition to Online Mathematics Teaching due to the Covid-19 Pandemic: Listening to Latin American Teachers’ Voices -- 14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse Teachers' Collaborative Work with Researchers in Technological Settings -- 15:Revisiting Theories that Frame Research on Teaching Mathematics with Digital Technology. |
| Record Nr. | UNINA-9910678265203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematics teaching and professional learning in sub-Sahara Africa / / edited by Kakoma Luneta
| Mathematics teaching and professional learning in sub-Sahara Africa / / edited by Kakoma Luneta |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (311 pages) |
| Disciplina | 510.71067 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics - Study and teaching - Africa, Sub-Saharan
Teachers - Training of Mathematics - Study and teaching Ensenyament de la matemàtica Professors de matemàtica Formació del professorat Educació secundària |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030827236
9783030827229 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Contents -- About the Editor -- About the Authors -- Part I: Commentary -- Chapter 1: Manipulatives as Mediums for Visualisation Processes in the Teaching of Mathematics -- Introduction -- Backdrop -- Visualisation Processes in the Teaching of Mathematics -- Manipulatives -- The Interplay between Manipulatives and Visualisation -- Physical Manipulatives -- Virtual Manipulatives -- Case Study: The Geoboard -- Introduction -- The Geoboard -- The Intervention Programme -- Analysis of the Lessons -- Findings and Discussion -- Mr. Jones' Lessons -- Ms. Ruth's Lessons -- Ms. Smith's Lessons -- Interviews -- Conclusion -- References -- Chapter 2: The Role of Number Sense on the Performance of Grade Learners 12 in Mathematics: A Case of Oshana Education Region, Namibia -- Introduction -- Theoretical Framework and Literature Review -- Methodology -- Findings of the Study -- Level of Number Sense of Learners -- The Influence of Number Sense on Academic Performance in Mathematics -- Conclusions and Recommendations -- References -- Chapter 3: Using a Community of Practice Strategy to Strengthen Teaching and Learning of Mathematics in Rural Areas -- Introduction -- Literature Review -- Rurality -- Isolation -- Limited Opportunities -- Theoretical Framework -- Data Sources and Methodology -- Results and Discussions -- Theme 1: Benefits of Peer Interaction in the CoP -- Theme 2: Fostered Reciprocal Learning through the Creation of a Conducive Environment -- Theme 3: Improving Skills through Collaborative Workplace Learning -- Conclusions -- Practical Implications -- Further Research -- Teachers' Interview Schedule -- References -- Chapter 4: Using Discourse-Based Mathematics Instruction in Secondary School Classrooms in Ethiopia -- Introduction -- Theoretical Perspectives and Literature Review -- Describing Mathematical Discourse.
Mathematical Discourse from Participationist Perspective -- Mathematical Discourse from a Sociocultural Perspective -- Mathematical Discourse from a Cognitive Perspective -- Mathematical Discourse from Socio-Constructivism -- Contextualizing the Five Dimensions of the TRU Math Framework -- Framing the Design of the Framework for DBMI -- Discussion of the Components of the Framework for DBMI -- Planning for Instruction -- Designing Tasks for Classroom Discourse -- Doing Mathematics -- Discussing: Engaging in the Classroom Discourse -- Reflecting on Classroom Instruction -- Discourse-Based Mathematics Lesson Design and Implementation -- Conclusion -- References -- Chapter 5: Ethnomathematics as a Fundamental Teaching Approach -- Introduction -- What Is "Ethnomathematics"? -- Exploring Mathematics Instruction in an African Context -- Infusing Ethnomathematics into the Curriculum -- South African Localized Children's Games -- Possible Tensions in Connecting Mathematics and Everyday Knowledge -- The Backgrounding of Mathematics -- The Influence of Students' Socioeconomic Differences on their Learning -- The Open-Contextualized Problem -- Conclusion -- References -- Chapter 6: Use of Cultural Artefacts in the Teaching of Mathematics in Africa: The Case of Uganda -- Introduction -- Statement of the Problem -- Theoretical Framework -- Treatment of Teachers as Learners -- Culture and Cultural Artefacts -- Relationship of Mathematics to Culture and Cultural Artefacts -- Huts -- Classroom -- The Research Hypothesis -- The Research Project (Method) -- Analysis -- Randomised Control Trials -- Baseline Study Findings -- Views and Attitudes of the Community Towards Mathematics -- The Research Intervention -- Findings of the Study after Intervention -- Feelings Towards Mathematics as a Subject Now -- Relationship between Teacher and Learner. Most Difficult Subject to Teach -- Teaching Methodology Changed Teachers' Attitudes Towards Teaching Mathematics -- Artefacts Use Improving Learner Performance -- Change in Teaching Methodology Improving Performance -- Preparing Schemes of Work As Often as Required -- New Lesson Plan Format Working for Teachers -- Views of the Teachers about the New Methods from the Interviews after Intervention -- Discussion and Conclusion -- Way Forward -- References -- Chapter 7: Mathematics Teacher Educators' Experiences of Using Technology-Based Instruction in South Africa -- Introduction -- Using Technology-Based Mathematics Instructional Strategies -- Conceptual Framing: Transforming Mathematics Education Milieus -- Encouraging Teacher Success -- Social Change -- Social Diversity -- Empowerment -- Technology-based instructional strategies -- Research Methodology -- Participants -- Research Instruments -- Lecturer/Teacher Educator Questionnaire -- Observation Schedule -- Interview Schedule -- Data Generation -- Data Analysis -- Results and Discussion -- Inspiring Social Change to Transform the Mathematics Education Milieu and Encourage Teacher Success -- Diversity Enhances the Mathematics Education Milieu and Inspires Social Change to Encourage Teacher Success -- Promoting a Sense of Belonging: Inspiring Social Change to Encourage Mathematics Teacher Success -- Acknowledging Learning Styles: Inspiring Social Change to Encourage Mathematics Teacher Success -- Accommodating Diversity: Differentiating Mathematics Tasks to Inspire Social Change and Encourage Teacher Success -- Inspiring Social Change to Transform Mathematics Instruction and Encourage Teacher Success -- Reflecting in and on Mathematics Instruction: Inspiring Social Change to Encourage Teacher Success -- Collaborative Mathematics Instruction: Inspiring Social Change to Encourage Teacher Success. Conclusion -- References -- Chapter 8: Enhancing Learners' Retention of Algebraic Knowledge Through Problem-Solving-Based Learning -- Introduction -- THE Cognitive Load Theory (CLT) -- Problem-Based Learning (PBL) Approach -- Learners' Role in the Problem-Based Learning Classroom -- Tutor's Role in the Problem-Based Learning Classroom -- Pros and Cons of Problem-Based Learning -- Effects of Problem-Based Learning (PBL) on the Learning of Mathematics -- Research Methodology -- Findings -- Biographical Information of the Participants -- Gender -- Age -- Retention from Previous Grades as Assessed BY Pre-Test -- The Effects of PBL on Grade 11 Learners' Retention of Algebraic Knowledge at One Secondary School in Ohangwena Region -- Conclusion -- References -- Chapter 9: Jacks' Story: How Storytelling Enhances Mathematics Instruction in Lesotho -- Introduction -- Who Is Jack? -- Issues and Challenges -- Lesotho Context -- Wenger's Socioculturalism -- Positioning Learning as Central -- Identity -- Professional Identity -- Methodology -- Analytic Tool -- Sample of Vertical Analysis -- Discussion -- How Jack Introduced the Topic, Statistics -- Making Sense of Jack's Experience Through Effective Mathematics Learning -- Jack Reflects on His Teaching Experience -- Jack's Postscript -- Jack's Teacher Identity -- Jack's Mathematics Identity -- Jack's Communities of Practice Identity (Learning as Belonging) -- Jack's Personal Identity -- Jack's Professional Identity -- Linking Jack's Experience to Mathematics Learning -- Conclusion -- References -- Part II: Introductory Commentary -- Introduction -- Overview -- Concluding Comments -- Chapter 10: Mathematics Teachers Professional Development Perceived to Improve Instruction and Learning Outcomes in Rwanda -- Introduction -- Continuous Professional Development on Mathematics Instructional Techniques. Research Methodology -- Implementation of Mathematics Aspects: MSSL Views -- Implementation of Mathematics Aspects: Lesson Plans and Classroom Observations -- Discussions -- Conclusions and Implications -- References -- Chapter 11: Paradigms in Mathematics Teacher Professional Learning Research: A Review of South Africa's Literature for 2006-2015 -- Introduction -- Theoretical Framework -- The Positivist Paradigm -- The Interpretivist/Constructivist Paradigm -- The Critical Paradigm/Transformative Paradigm -- The Pragmatic Paradigm -- Context of the Research -- The Research Questions -- Research Methodology -- Results and Discussion -- Journals Surveyed -- Distribution of Articles Among Paradigms -- Comparative Analysis of Growth Rates of Article Outputs -- Comparative Analysis of Gross Google Scholar Citation Rates -- Comparative Analysis of Citation Rates per Capita (Average) -- Comparative Analysis of Citation Rates per Article Cohort -- Comparative Analysis of Citation Rates per Article -- Summary and Conclusions -- References -- Chapter 12: Changes in Rwandan Primary Mathematics School Subject Leaders as a Result of a CPD Certificate Program in Coaching and Mentoring -- Introduction -- Literature Review -- Continuous Professional Development -- Theoretical Framework -- Methodology -- Results and Discussions -- Conclusions and Recommendations -- References -- Chapter 13: The Challenges of Upgrading Mathematics Teachers' Qualifications: A Case Study from Zimbabwe -- Introduction -- Literature Review -- Details of the In-Service Programme -- Methodology -- Theoretical Framework -- Results and Discussion -- The Rules and Regulations Governing the System -- Division of Labour -- Tools -- Contradictions Emanating from Division of Labour Demands of the Different Communities -- Conclusion -- References. Chapter 14: Pre-service Teachers' Awareness of Gifted Students' Characteristics. |
| Record Nr. | UNINA-9910512164603321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Measuring Professional Competence for the Teaching of Mathematical Modelling : A Test Instrument
| Measuring Professional Competence for the Teaching of Mathematical Modelling : A Test Instrument |
| Autore | Wess Raphael |
| Pubbl/distr/stampa | Cham, : Springer International Publishing AG, 2021 |
| Descrizione fisica | 1 online resource (134 p.) |
| Altri autori (Persone) |
KlockHeiner
SillerHans-Stefan GreefrathGilbert |
| Collana | International Perspectives on the Teaching and Learning of Mathematical Modelling |
| Soggetto topico |
Teaching of a specific subject
Teacher training Education Formació del professorat Professors de matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato |
Teaching mathematical modelling
Professional Competences for Teaching Mathematical Modelling COACTIV model professional competences of teachers BELIEFS ABOUT MATHEMATICAL MODELLING Test Instrument text vignette |
| ISBN | 3-030-78071-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910492149503321 |
Wess Raphael
|
||
| Cham, : Springer International Publishing AG, 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Novice mathematics teachers' professional learning : a multi-case study in Shanghai / / Xiaoli Lu
| Novice mathematics teachers' professional learning : a multi-case study in Shanghai / / Xiaoli Lu |
| Autore | Lu Xiaoli |
| Pubbl/distr/stampa | Wiesbaden, Germany : , : Springer Spektrum, , [2022] |
| Descrizione fisica | 1 online resource (212 pages) |
| Disciplina | 510.71 |
| Collana | Perspektiven der Mathematikdidaktik |
| Soggetto topico |
Mathematics teachers - Training of
Mathematics - Study and teaching Teachers - Training of Formació del professorat Professors de matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783658372361
9783658372354 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910568241603321 |
|
Lu Xiaoli
|
||
| Wiesbaden, Germany : , : Springer Spektrum, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Novice mathematics teachers' professional learning : a multi-case study in Shanghai / / Xiaoli Lu
| Novice mathematics teachers' professional learning : a multi-case study in Shanghai / / Xiaoli Lu |
| Autore | Lu Xiaoli |
| Pubbl/distr/stampa | Wiesbaden, Germany : , : Springer Spektrum, , [2022] |
| Descrizione fisica | 1 online resource (212 pages) |
| Disciplina | 510.71 |
| Collana | Perspektiven der Mathematikdidaktik |
| Soggetto topico |
Mathematics teachers - Training of
Mathematics - Study and teaching Teachers - Training of Formació del professorat Professors de matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783658372361
9783658372354 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996479370703316 |
|
Lu Xiaoli
|
||
| Wiesbaden, Germany : , : Springer Spektrum, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Preservice primary teachers' diagnostic competences in mathematics : assessment and development / / Macarena Larrain Jory
| Preservice primary teachers' diagnostic competences in mathematics : assessment and development / / Macarena Larrain Jory |
| Autore | Jory Macarena Larrain |
| Pubbl/distr/stampa | Wiesbaden, Germany : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (246 pages) |
| Disciplina | 372.7044 |
| Collana | Perspektiven der Mathematikdidaktik |
| Soggetto topico |
Mathematics
Professors de matemàtica Ensenyament de la matemàtica Qualificacions (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-658-33824-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgements -- Introduction -- Contents -- List of Figures -- List of Tables -- 1 State of the Art and Theoretical Framework -- 1.1 Teachers' Professional Competencies -- 1.1.1 The Construct of Professional Competence -- 1.1.2 Initial Models of Teachers' Professional Competencies -- 1.1.3 Advances in the Conceptualization of Mathematics Teachers' Professional Competence -- 1.2 Diagnostic Competence -- 1.2.1 Diagnostic Competence as Accuracy of Judgments -- 1.2.2 Diagnostic Competence as Basis for Adaptive Pedagogical Decisions -- 1.2.3 Relation of Diagnostic Competence with Teachers' Professional Competencies -- 1.2.4 Relevance of Diagnostic Competence for Teaching and for Teacher Education -- 1.2.5 Fostering Diagnostic Competence in Initial Teacher Education -- 1.3 Diagnostic Competence in Error Situations -- 1.3.1 Role of Errors in Mathematics Teaching and Learning -- 1.3.2 Teachers' Diagnostic Competence in Error Situations -- 1.3.3 Model of Teachers' Diagnostic Competence in Error Situations -- 2 Research Question and Hypotheses -- 3 Methodological Approach of the Study -- 3.1 Study Design -- 3.1.1 Description of the University Seminar Sequence -- 3.1.2 Description of the Instruments Used and Test Design -- 3.1.3 Description of the Tasks -- 3.2 Data Collection -- 3.3 Data Analysis -- 3.3.1 Qualitative Data Analysis -- 3.3.2 Quantitative Data Analysis -- 4 Results -- 4.1 Cross-sectional Results -- 4.1.1 Hypothesizing-about-causes Competence -- 4.1.2 Preferences for Dealing with Students' Errors -- 4.1.3 Relationship between Both Competence Components -- 4.1.4 Relationship between Diagnostic Competence and Preservice Teachers' Characteristics -- 4.1.5 Regression Analyses -- 4.1.6 Discussion of Cross-sectional Results -- 4.2 Longitudinal Results -- 4.2.1 Changes in the Hypothesizing-about-causes Competence.
4.2.2 Changes in the Preferences for Dealing with Students' Errors -- 4.2.3 Relationship between Changes in Both Competence Components -- 4.2.4 Influence of Preservice Teachers' Characteristics on Changes in the Diagnostic Competence -- 4.2.5 Regression Analyses -- 4.2.6 Discussion of Longitudinal Results -- 5 Summary, Discussion and Outlook -- 5.1 Summary and Discussion of Results -- 5.1.1 Cross-sectional Results -- 5.1.2 Longitudinal Results -- 5.2 Limitations of the Study and Further Prospects -- References. |
| Record Nr. | UNISA-996466402903316 |
|
Jory Macarena Larrain
|
||
| Wiesbaden, Germany : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Preservice primary teachers' diagnostic competences in mathematics : assessment and development / / Macarena Larrain Jory
| Preservice primary teachers' diagnostic competences in mathematics : assessment and development / / Macarena Larrain Jory |
| Autore | Jory Macarena Larrain |
| Pubbl/distr/stampa | Wiesbaden, Germany : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (246 pages) |
| Disciplina | 372.7044 |
| Collana | Perspektiven der Mathematikdidaktik |
| Soggetto topico |
Mathematics
Professors de matemàtica Ensenyament de la matemàtica Qualificacions (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-658-33824-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgements -- Introduction -- Contents -- List of Figures -- List of Tables -- 1 State of the Art and Theoretical Framework -- 1.1 Teachers' Professional Competencies -- 1.1.1 The Construct of Professional Competence -- 1.1.2 Initial Models of Teachers' Professional Competencies -- 1.1.3 Advances in the Conceptualization of Mathematics Teachers' Professional Competence -- 1.2 Diagnostic Competence -- 1.2.1 Diagnostic Competence as Accuracy of Judgments -- 1.2.2 Diagnostic Competence as Basis for Adaptive Pedagogical Decisions -- 1.2.3 Relation of Diagnostic Competence with Teachers' Professional Competencies -- 1.2.4 Relevance of Diagnostic Competence for Teaching and for Teacher Education -- 1.2.5 Fostering Diagnostic Competence in Initial Teacher Education -- 1.3 Diagnostic Competence in Error Situations -- 1.3.1 Role of Errors in Mathematics Teaching and Learning -- 1.3.2 Teachers' Diagnostic Competence in Error Situations -- 1.3.3 Model of Teachers' Diagnostic Competence in Error Situations -- 2 Research Question and Hypotheses -- 3 Methodological Approach of the Study -- 3.1 Study Design -- 3.1.1 Description of the University Seminar Sequence -- 3.1.2 Description of the Instruments Used and Test Design -- 3.1.3 Description of the Tasks -- 3.2 Data Collection -- 3.3 Data Analysis -- 3.3.1 Qualitative Data Analysis -- 3.3.2 Quantitative Data Analysis -- 4 Results -- 4.1 Cross-sectional Results -- 4.1.1 Hypothesizing-about-causes Competence -- 4.1.2 Preferences for Dealing with Students' Errors -- 4.1.3 Relationship between Both Competence Components -- 4.1.4 Relationship between Diagnostic Competence and Preservice Teachers' Characteristics -- 4.1.5 Regression Analyses -- 4.1.6 Discussion of Cross-sectional Results -- 4.2 Longitudinal Results -- 4.2.1 Changes in the Hypothesizing-about-causes Competence.
4.2.2 Changes in the Preferences for Dealing with Students' Errors -- 4.2.3 Relationship between Changes in Both Competence Components -- 4.2.4 Influence of Preservice Teachers' Characteristics on Changes in the Diagnostic Competence -- 4.2.5 Regression Analyses -- 4.2.6 Discussion of Longitudinal Results -- 5 Summary, Discussion and Outlook -- 5.1 Summary and Discussion of Results -- 5.1.1 Cross-sectional Results -- 5.1.2 Longitudinal Results -- 5.2 Limitations of the Study and Further Prospects -- References. |
| Record Nr. | UNINA-9910488723203321 |
|
Jory Macarena Larrain
|
||
| Wiesbaden, Germany : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
