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Download Mathematics Teachers in Transition (Studies in Mathematical Thinking and Learning Series) eBook

by Elizabeth Fennema,Barbara Scott Nelson

Download Mathematics Teachers in Transition (Studies in Mathematical Thinking and Learning Series) eBook
ISBN:
0805826882
Author:
Elizabeth Fennema,Barbara Scott Nelson
Category:
Schools & Teaching
Language:
English
Publisher:
Routledge; 1 edition (May 3, 1997)
Pages:
448 pages
EPUB book:
1518 kb
FB2 book:
1486 kb
DJVU:
1255 kb
Other formats
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Rating:
4.8
Votes:
555


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Similar books to Mathematics Teachers in Transition (Studies in Mathematical Thinking and Learning Series). The book presents: theoretical perspectives for studying, analyzing, and understanding teacher change; descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction.

Mathematics Teachers in Transition – Ebook written by Elizabeth . Read this book using Google Play Books app on your PC, android, iOS devices

Mathematics Teachers in Transition – Ebook written by Elizabeth Fennema, Barbara Scott Nelson. Read this book using Google Play Books app on your PC, android, iOS devices. Download for offline reading, highlight, bookmark or take notes while you read Mathematics Teachers in Transition. Other chapters explore the relationships between the various contexts of schooling and instructional change.

Mathematics Teachers in Transition. Elizabeth Fennema, Barbara Scott Nelson.

Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Mathematics Teachers in Transition.

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This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. Studies in Mathematical Thinking and Learning Series.

This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.