Mathematics Teachers in Transition (Studies in Mathematical Thinking and Learning Series)
Language: English
Published by Routledge, 1997
Series: Book 29 of 46 - Studies in Mathematical Thinking and Learning
- Hardcover
- Used
Seller: -OnTimeBooks-, Phoenix, AZ, U.S.A.-OnTimeBooks-
AbeBooks seller since March 9, 2023
Condition: Used - Good
£ 52.78
Quantity: 1 available
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A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail.
Seller Inventory # OTV.0805825835.G
- Title
- Mathematics Teachers in Transition (Studies in Mathematical Thinking and Learning Series)
- Publisher
- Routledge
- Publication year
- 1997
- Condition
- good
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 0805825835
- ISBN 13
- 9780805825831
- Series
- Book 29 of 46: Studies in Mathematical Thinking and Learning
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.
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-OnTimeBooks-
Phoenix, AZ, U.S.A.
AbeBooks seller since March 9, 2023
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