Cantitate/Preț
Produs
Total produse
Vezi coșul
Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks de Edna O. Schack

Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks: Research in Mathematics Education

Editat de Edna O. Schack, Molly H. Fisher, Jennifer A. Wilhelm
en Limba Engleză Hardback – 24 mai 2017
This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.
Citește tot Restrânge

Toate formatele și edițiile

Toate formatele și edițiile Preț Express
Paperback (1) 136894 lei  6-8 săpt.
  Springer International Publishing – 28 iul 2018 136894 lei  6-8 săpt.
Hardback (1) 137516 lei  6-8 săpt.
  Springer International Publishing – 24 mai 2017 137516 lei  6-8 săpt.

Din seria Research in Mathematics Education

  • 24% What Matters? Research Trends in International Comparative Studies in Mathematics Education
    Preț: 71424 lei
  • Doing Research: A New Researcher’s Guide
    Preț: 27923 lei
  • 24% Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof
    Preț: 84183 lei
  • 15% Variability Is the Rule a Companion Analysis of K-8 State Mathematics Standards (Hc)
    Preț: 57576 lei
  • 18% Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction
    Preț: 109615 lei
  • 18% Elementary Mathematics Curriculum Materials: Designs for Student Learning and Teacher Enactment
    Preț: 93076 lei
  • 18% Transfer of Learning: Progressive Perspectives for Mathematics Education and Related Fields
    Preț: 110220 lei
  • 15% Mathematics Curriculum in Pacific Rim Countries- China, Japan, Korea, and Singapore Proceedings of a Conference (Hc)
    Preț: 58286 lei
  • 15% Research Trends in Mathematics Teacher Education
    Preț: 63763 lei
  • 15% Broadening the Scope of Research on Mathematical Problem Solving: A Focus on Technology, Creativity and Affect
    Preț: 65019 lei
  • Language and Mathematics Education
    Preț: 38042 lei
  • 18% Posing and Solving Mathematical Problems: Advances and New Perspectives
    Preț: 110081 lei
  • 15% A 5-Year Study of the First Edition of the Core-Plus Mathematics Curriculum (PB)
    Preț: 45066 lei
  • Designing, Conducting, and Publishing Quality Research in Mathematics Education
    Preț: 44617 lei
  • Approaches to Studying the Enacted Mathematics Curriculum
    Preț: 38155 lei
  • Researching Pedagogy and Practice with Canadian Mathematics Teachers
    Preț: 38380 lei
  • 15% The History of the Geometry Curriculum in the United States (Hc)
    Preț: 56998 lei
  • 18% Online Learning in Mathematics Education
    Preț: 109834 lei
  • 18% Mathematics Teaching and Professional Learning in sub-Sahara Africa
    Preț: 93572 lei
  • The Classification of Quadrilaterals
    Preț: 37626 lei
  • A Decade of Middle School Mathematics Curriculum Implementation
    Preț: 38706 lei
  • 18% Mathematical Problem Posing: From Research to Effective Practice
    Preț: 110966 lei
  • 18% Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers
    Preț: 110422 lei
  • 15% A 5-Year Study of the First Edition of the Core-Plus Mathematics Curriculum (Hc)
    Preț: 64339 lei
  • 18% Constructing Number: Merging Perspectives from Psychology and Mathematics Education
    Preț: 109974 lei
  • 18% Problem Solving in Mathematics Instruction and Teacher Professional Development
    Preț: 109554 lei
  • The Intended Mathematics Curriculum as Represented in State-Level Curriculum Standards
    Preț: 37776 lei
  • 18% The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges
    Preț: 99715 lei
  • 15% Approaches to Studying the Enacted Mathematics Curriculum (Hc)
    Preț: 57513 lei
  • Variability Is the Rule a Companion Analysis of K-8 State Mathematics Standards
    Preț: 38229 lei
  • 18% Beyond Shanghai and PISA: Cognitive and Non-cognitive Competencies of Chinese Students in Mathematics
    Preț: 88529 lei
  • 15% International Perspectives on Mathematics Curriculum (HC)
    Preț: 57723 lei
  • 15% Large-Scale Studies in Mathematics Education
    Preț: 64391 lei
  • Future Curricular Trends in School Algebra and Geometry
    Preț: 38872 lei
  • 18% Toward Equity and Social Justice in Mathematics Education
    Preț: 99127 lei
  • 15% Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking
    Preț: 63700 lei
  • The History of the Geometry Curriculum in the United States (PB)
    Preț: 37567 lei

Preț: 137516 lei

Preț vechi: 167703 lei
-18% Nou

Puncte Express: 2063
Preț estimativ în valută:
26318€ • 27485$ • 21820£

Carte tipărită la comandă

Livrare economică 11-25 februarie 25

 Adaugă în coș

Wish list
Gift list
Am citit!
Adaugă în listă
Preluare comenzi: 021 569.72.76

Specificații

ISBN-13: 9783319467528
ISBN-10: 3319467522
Pagini: 770
Ilustrații: XX, 536 p. 51 illus., 12 illus. in color.
Dimensiuni: 155 x 235 x 30 mm
Greutate: 0.95 kg
Ediția:1st ed. 2017
Editura: Springer International Publishing
Colecția Springer
Seria Research in Mathematics Education

Locul publicării:Cham, Switzerland

Cuprins

Introduction: Probing Beneath the Surface of Experience.- Teacher Noticing in Various Grade Bands and Contexts: Commentary.- From a Framework to a Lens: Learning to Notice Student Mathematical Thinking.- Investigating Secondary Preservice Teacher Noticing of Students’ Mathematical Thinking.- A Case Study of Middle School Teachers’ Noticing during Modeling with Mathematics Tasks.- Using Video of Peer Teaching to Examine Grades 6-12 Preservice Teachers’ Noticing.- Examining Student Thinking through Teacher Noticing: Commentary.- Mathematical Teacher Noticing: The Key to Learning from Lesson Study.- Learning to Notice Student Thinking about the Equal Sign: K-8 Pre-service Teachers’ Experiences in a Teacher Preparation Program.- Following a Teacher’s Mathematical and Scientific Noticing across Career Progression from Field Experiences to Classroom Teaching.- Noticing Students’ Conversations and Gestures during Group Problem-Solving in Mathematics.- Extending Equitable Practices in Teacher Noticing: Commentary.- “Everything Matters”: Mexican-American Prospective Elementary Teachers Noticing Issues of Status and Participation While Learning to Teach Mathematics.- “Maybe It’s a Status Problem.” Development of Mathematics Teacher Noticing for Equity.- Making Visible the Relationship between Teachers’ Noticing for Equity and Equitable Teaching Practice.- Complexities in Measuring Teacher Noticing: Commentary.- Measuring Noticing Within Complex Mathematics Classroom Interactions.- Using Mathematical Learning Goals To Analyze Teacher Noticing.- Measuring Elementary Mathematics Teachers’ Noticing: Using Child Study as a Vehicle.- Investigating the Relationship Between Professional Noticing and Specialized Content Knowledge.- A Standardized Approach for Measuring Teachers’ Professional Vision: The Observer Research Tool.- Challenges in Measuring Secondary Mathematics Teachers’ Professional Noticing of Students’ Mathematical Thinking.- Exploring the Boundaries of Teacher Noticing: Commentary.- Shifting Perspectives on Preservice Teachers’ Noticing of Children’s Mathematical Thinking.- Curricular Noticing: Theory on and Practice of Teachers’ Curricular Use.- The FOCUS Framework: Characterising Productive Noticing during Lesson Planning, Delivery, and Review.- Noticing Distinctions Among and Within Instances of Student Mathematical Thinking.- Teachers’ Professional Noticing from a Perspective of Key Elements of Intensive, One-to-one Intervention.- The Ascendance of Noticing: Connections, Challenges, and Questions
 

Recenzii

“It is a great book for those who are developing an interest in teacher noticing. New researchers could use this book to identify the various themes of the noticing framework and specific research questions. … I hope many people will read this book and reflect on the simple yet powerful relationship between what the math teacher notices in classroom interactions, how the teacher processes the information, and how the teacher acts on the insight to impact student learning.” (Woong Lim, MAA Reviews, June, 2018)

Notă biografică

Dr. Edna O. Schack is a professor of education and Co-Director of MSUTeach at Morehead State University in Morehead, KY where she has taught prospective elementary teachers since 1987. She is the recipient, along with several Kentucky colleagues, of two National Science Foundation grants investigating prospective elementary teacher professional noticing of children’s early numeracy and early algebraic thinking. Her interests also include investigating key practices prospective teachers need to develop a foundation for growth as an effective teacher. Involved in the Kentucky Committee for Mathematics Achievement since its inception in 2005, she served as the Chair (2010–2012) and is currently the Assistant to the Chair. She has published in both research and practitioner journals.
Dr. Molly H. Fisher is an Associate Professor of Mathematics Education in the STEM Education Department at the University of Kentucky. She is also the Director of Graduate Studies where she directs theM.S. in STEM Education program as well as the STEM Education strand of the Ph.D. program in Education Sciences. She holds a B.A. in Mathematics, M.A. in Mathematics Education, and a Ph.D. in Curriculum Instruction (with an Urban Mathematics Education specialization) from the University of North Carolina at Charlotte. She is a former high school Mathematics and Computer Science teacher with a myriad of experiences teaching in the classroom and online. Her research focuses on the professional noticing of children’s mathematical thinking of preservice elementary teachers through the lens of the Stages of Early Arithmetic Learning (SEAL) and Algebraic Thinking. Additionally, she is passionate about the support and mentoring of new teachers and she studies the stress, burnout, and retention of inservice teachers, especially secondary mathematics teachers.Dr. Jennifer A. Wilhelm is a Professor of Science and Mathematics Education at the University of Kentucky. She holds a Ph.D. in Science/Mathematics Education from the University of Texas at Austin and a M.S. in Physics from Michigan State University. Dr. Wilhelm’s primary research interest involves the design of project-enhanced, interdisciplinary learning environments. She investigates how people understand science and mathematics concepts as they participate in project work that demands the integration of multiple content areas. Dr. Wilhelm’s research focuses on project pieces that are inherently interdisciplinary and fruitful for contextualized student learning. Some examples include examining the development of students’ science and mathematics content understanding as they engage in studies of motion and rate of change; sound waves and trigonometry; and the moon’s phases, the moon’s motion, and spatial geometry.

Textul de pe ultima copertă

This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.

Caracteristici

Clarifies the construct of teacher noticing Provides the newest research in the important field of professional noticing Investigates teacher noticing from a number of contexts and frameworks, including STEM education Includes supplementary material: sn.pub/extras