Understanding the complex work of mathematics teaching.
- Published in:
- 2022
- By:
- Publication type:
- Editorial
Works matching IS 13864416 AND DT 2022 AND VI 25 AND IP 3
Results: 6
1
2
Commognitive conflicts as a learning mechanism towards explorative pedagogical discourse.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 3, p. 347, doi. 10.1007/s10857-021-09495-3
- By:
- Publication type:
- Article
3
Kyouzaikenkyuu: an exploration of Japanese mathematics teachers' daily planning practices.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 3, p. 371, doi. 10.1007/s10857-021-09493-5
- By:
- Publication type:
- Article
4
Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 3, p. 321, doi. 10.1007/s10857-021-09492-6
- By:
- Publication type:
- Article
5
Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 3, p. 293, doi. 10.1007/s10857-021-09490-8
- By:
- Publication type:
- Article
6
On the alignment of teachers' mathematical content knowledge assessments with the common core state standards.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 3, p. 267, doi. 10.1007/s10857-021-09486-4
- By:
- Publication type:
- Article