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Works matching IS 13864416 AND DT 2022 AND VI 25 AND IP 4

Results: 6

1

Who teaches mathematics content courses for prospective elementary teachers in the USA? Results of a second national survey.

Published in:

Journal of Mathematics Teacher Education, 2022, v. 25, n. 4, p. 385, doi. 10.1007/s10857-021-09496-2

By:

Masingila, Joanna O.;
Olanoff, Dana

Publication type:

Article

2

The learning and teaching of algebra. Ideas, insights, and activities: Abraham Arcavi, Paul Drjvers, and Kaye Stacey (2017): Impact series. London, NY: Routledge.

Published in:

2022

By:

Rojano, Teresa

Publication type:

Book Review

3

Conceptualizing content-related PD facilitator expertise.

Published in:

Journal of Mathematics Teacher Education, 2022, v. 25, n. 4, p. 403, doi. 10.1007/s10857-021-09497-1

By:

Prediger, Susanne;
Roesken-Winter, Bettina;
Stahnke, Rebekka;
Pöhler, Birte

Publication type:

Article

4

The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers.

Published in:

Journal of Mathematics Teacher Education, 2022, v. 25, n. 4, p. 479, doi. 10.1007/s10857-021-09504-5

By:

Gurer, Melih Derya;
Akkaya, Recai

Publication type:

Article

5

Building on student mathematical thinking in whole-class discourse: exploring teachers' in-the-moment decision-making, interpretation, and underlying conceptions.

Published in:

Journal of Mathematics Teacher Education, 2022, v. 25, n. 4, p. 453, doi. 10.1007/s10857-021-09499-z

By:

Kooloos, Chris;
Oolbekkink-Marchand, Helma;
van Boven, Saskia;
Kaenders, Rainer;
Heckman, Gert

Publication type:

Article

6

The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development.

Published in:

Journal of Mathematics Teacher Education, 2022, v. 25, n. 4, p. 429, doi. 10.1007/s10857-021-09498-0

By:

Arslan, Okan;
Haser, Çiğdem;
Van Zoest, Laura R.

Publication type:

Article