An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions

被引：10

作者：

Shaughnessy, Meghan ^{[1
]}

Ghousseini, Hala ^{[2
]}

Kazemi, Elham ^{[3
]}

Franke, Megan ^{[4
]}

Kelley-Petersen, Megan ^{[3
]}

Hartmann, Elizabeth Sugino ^{[3
]}

机构：

[1] Univ Michigan, Ann Arbor, MI 48109 USA

[2] Univ Wisconsin, Madison, WI 53706 USA

[3] Univ Washington, Seattle, WA 98195 USA

[4] Univ Calif Los Angeles, Los Angeles, CA USA

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 80卷

基金：

比尔及梅琳达.盖茨基金会;

关键词：

STUDENT PARTICIPATION; CORE PRACTICES; CLASSROOM; OPPORTUNITIES; DISPOSITIONS; INSTRUCTION; REHEARSALS; KNOWLEDGE; IDEAS; URBAN;

D O I：

10.1016/j.tate.2019.01.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

[No abstract available]

引用

页码：167 / 179

页数：13

共 19 条

[1] Investigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence of Mathematics Learning
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[J]. REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO, 2024, 19
[7] Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics
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[8] Mathematics teacher preparation examined in an international context: learning from the Teacher Education and Development Study in Mathematics (TEDS-M) and beyond
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[J]. ZDM, 2012, 44 (3): : 367 - 370
[9] Mathematics teacher preparation examined in an international context: learning from the Teacher Education and Development Study in Mathematics (TEDS-M) and beyond
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[J]. ZDM-MATHEMATICS EDUCATION, 2012, 44 (03): : 367 - 370
[10] Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments
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[J]. REFLECTIVE PRACTICE, 2024, 25 (01) : 58 - 73

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