東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Knowledge Base of Mathematics Teache...

Veselovsky, Aleksandra.

FindBook

Google Book

Amazon

博客來

Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach./
作者:	Veselovsky, Aleksandra.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	238 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-03, Section: A.
Contained By:	Dissertations Abstracts International79-03A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10644567
ISBN:	9780355178012

Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach.
Veselovsky, Aleksandra.

Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 238 p.

Source: Dissertations Abstracts International, Volume: 79-03, Section: A.

Thesis (Ph.D.)--University of Illinois at Chicago, 2017.

This item must not be sold to any third party vendors.

Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their practice? Using a multiple case-study research design, this study examined the professional work of four MTEs as they planned for, taught, and reflected on mathematics content courses for pre-service elementary teachers. Across one semester, data were collected from multiple sources, including interviews, classroom observations, and documents. Data were analyzed within a goals-knowledge-practice framework. For each of the four instructors, the framework portrays the complex and interactive nature of their knowledge, goals, and practice. Key to understanding these complex interactions was understanding the role of various ideologies-about teaching, about learning, about students, about practice, about knowledge, and about mathematics-that were expressed by the MTEs in their narratives and actions. This study contributes to existing research on the knowledge base of mathematics teacher educators by presenting evidence-based understandings and characterizations of goals, knowledge, practices, and ideologies.

ISBN: 9780355178012Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Ideologies

Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach.
LDR:02787nmm a2200409 4500 001 2277747
005 20210528102118.5
008 220723s2017 ||||||||||||||||| ||eng d
020 $a 9780355178012
035 $a (MiAaPQ)AAI10644567
035 $a (MiAaPQ)0799vireo:351Veselovsky
035 $a AAI10644567
040 $a MiAaPQ $c MiAaPQ
100 1 $a Veselovsky, Aleksandra. $3 3556079
245 1 0 $a Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 238 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Martin, Danny B.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2017.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their practice? Using a multiple case-study research design, this study examined the professional work of four MTEs as they planned for, taught, and reflected on mathematics content courses for pre-service elementary teachers. Across one semester, data were collected from multiple sources, including interviews, classroom observations, and documents. Data were analyzed within a goals-knowledge-practice framework. For each of the four instructors, the framework portrays the complex and interactive nature of their knowledge, goals, and practice. Key to understanding these complex interactions was understanding the role of various ideologies-about teaching, about learning, about students, about practice, about knowledge, and about mathematics-that were expressed by the MTEs in their narratives and actions. This study contributes to existing research on the knowledge base of mathematics teacher educators by presenting evidence-based understandings and characterizations of goals, knowledge, practices, and ideologies.
590 $a School code: 0799.
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
653 $a Ideologies
653 $a Mathematics content courses
653 $a Mathematics teacher educators
653 $a Teacher educators' knowledge base
653 $a Teacher educators' practice
653 $a Teaching goals
690 $a 0280
690 $a 0530
710 2 $a University of Illinois at Chicago. $b Curriculum and Instruction. $3 2036358
773 0 $t Dissertations Abstracts International $g 79-03A.
790 $a 0799
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10644567