| TÃtulo : |
Borders in Mathematics Pre-Service Teacher Education |
| Tipo de documento: |
documento electrónico |
| Autores: |
Radakovic, Nenad, ; Jao, Limin, |
| Mención de edición: |
1 ed. |
| Editorial: |
[s.l.] : Springer |
| Fecha de publicación: |
2020 |
| Número de páginas: |
XXIV, 281 p. 40 ilustraciones, 21 ilustraciones en color. |
| ISBN/ISSN/DL: |
978-3-030-44292-7 |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Idioma : |
Inglés (eng) |
| Palabras clave: |
Matemáticas Aprendizaje PsicologÃa de Docente Educación Matemática PsicologÃa Instruccional Enseñanza y formación docente |
| Clasificación: |
510.71 |
| Resumen: |
Este libro examina el estado actual del campo de la formación inicial del profesorado de matemáticas a través del tema de las fronteras. Las fronteras son omnipresentes; se pueden utilizar para definir, clasificar, organizar, dar sentido y/o agrupar. Hay muchas maneras en que el concepto de frontera ilumina el campo de la formación inicial del profesorado de matemáticas. En consecuencia, hay multitud de respuestas a estas fronteras: los investigadores y profesionales las cuestionan, las cuestionan, las cruzan, las desdibujan y las borran. Los capÃtulos incluyen los siguientes temas: exploraciones de matemáticas a través de temas (por ejemplo, geometrÃa, álgebra, probabilidad) y con otras disciplinas (por ejemplo, ciencias, artes, ciencias sociales); desafiar las fronteras de género, culturales y raciales; explorar la estructura y el plan de estudios de los programas de formación docente; espacios habitados por programas de formación docente (por ejemplo, universidad, comunidad); y colaboraciones y programas internacionales para promover el intercambio y el aprendizaje intercultural. El libro está dirigido a lectores de investigadores y estudiantes de posgrado en estudios de educación integrada, formación docente, profesionales de la educación matemática, desarrolladores de planes de estudios y administradores y formuladores de polÃticas educativas. |
| Nota de contenido: |
Introduction: Borders in Mathematics Pre-service Teacher Education -- Part I: Curricular Borders in Mathematics Pre-service Teacher Education -- Chapter 1: Secondary Pre-Service Teachers' Experiences in a Numeracy Course -- Chapter 2: Continuous Directed Scaling: Using Dynamic Diagrams to Model Multiplication and Division -- Chapter 3 - Developing Mathematical Thinking within Pre-Service Teachers.-Chapter 4: Coding in the mathematics classroom -- Part II: Programmatic Borders in Mathematics Pre-service Teacher Education -- Chapter 5: "They're Completely Unrelated": Investigating Field Experiences, Methods Courses, Content Courses in Teacher Education Programs -- Chapter 6: Elementary Versus Secondary: Crossing Divisions in Teacher Education -- Chapter 7: Initiating Mathematics Pre-Service Teachers into a Community of Practice -- Chapter 8: Practice-Based Pedagogy in Mathematics Pre-Service Teacher Education -- Chapter 9: The Co-Evolution of the Mathematics Pre-Service Teacher Classroom and the Elementary Classroom: A Process that Integrates Boundaries -- Part III: Societal Borders in Mathematics Pre-service Teacher Education -- Chapter 10: Blurring Gender Lines in Mathematics Pre-Service Teacher Education -- Chapter 11: Cultural Borders in Mathematics Pre-Service Teacher Education -- Chapter 12: Navigating and Negotiating Race and Racial Identity in Mathematics: Teaching and Learning Lessons for Teachers and Teacher Educators -- Chapter 13: Supporting Pre-Service Teachers' Knowledge for Teaching Authentic Mathematics -- Part IV: Geographic Borders in Mathematics Pre-service Teacher Education -- Chapter 14: Immigrant Mathematics Pre-Service Teachers -- Chapter 15: Refugees and the Migrant Crisis: Preparing Pre-Service Mathematics Teachers to Deal with Challenging Circumstances -- Chapter 16: Developing Teacher Knowledge in Pre-Service Teachers: An Approach Based on Crossing Multiple Boundaries. . |
| Tipo de medio : |
Computadora |
| Summary : |
This book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
Borders in Mathematics Pre-Service Teacher Education [documento electrónico] / Radakovic, Nenad, ; Jao, Limin, . - 1 ed. . - [s.l.] : Springer, 2020 . - XXIV, 281 p. 40 ilustraciones, 21 ilustraciones en color. ISBN : 978-3-030-44292-7 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés ( eng)
| Palabras clave: |
Matemáticas Aprendizaje PsicologÃa de Docente Educación Matemática PsicologÃa Instruccional Enseñanza y formación docente |
| Clasificación: |
510.71 |
| Resumen: |
Este libro examina el estado actual del campo de la formación inicial del profesorado de matemáticas a través del tema de las fronteras. Las fronteras son omnipresentes; se pueden utilizar para definir, clasificar, organizar, dar sentido y/o agrupar. Hay muchas maneras en que el concepto de frontera ilumina el campo de la formación inicial del profesorado de matemáticas. En consecuencia, hay multitud de respuestas a estas fronteras: los investigadores y profesionales las cuestionan, las cuestionan, las cruzan, las desdibujan y las borran. Los capÃtulos incluyen los siguientes temas: exploraciones de matemáticas a través de temas (por ejemplo, geometrÃa, álgebra, probabilidad) y con otras disciplinas (por ejemplo, ciencias, artes, ciencias sociales); desafiar las fronteras de género, culturales y raciales; explorar la estructura y el plan de estudios de los programas de formación docente; espacios habitados por programas de formación docente (por ejemplo, universidad, comunidad); y colaboraciones y programas internacionales para promover el intercambio y el aprendizaje intercultural. El libro está dirigido a lectores de investigadores y estudiantes de posgrado en estudios de educación integrada, formación docente, profesionales de la educación matemática, desarrolladores de planes de estudios y administradores y formuladores de polÃticas educativas. |
| Nota de contenido: |
Introduction: Borders in Mathematics Pre-service Teacher Education -- Part I: Curricular Borders in Mathematics Pre-service Teacher Education -- Chapter 1: Secondary Pre-Service Teachers' Experiences in a Numeracy Course -- Chapter 2: Continuous Directed Scaling: Using Dynamic Diagrams to Model Multiplication and Division -- Chapter 3 - Developing Mathematical Thinking within Pre-Service Teachers.-Chapter 4: Coding in the mathematics classroom -- Part II: Programmatic Borders in Mathematics Pre-service Teacher Education -- Chapter 5: "They're Completely Unrelated": Investigating Field Experiences, Methods Courses, Content Courses in Teacher Education Programs -- Chapter 6: Elementary Versus Secondary: Crossing Divisions in Teacher Education -- Chapter 7: Initiating Mathematics Pre-Service Teachers into a Community of Practice -- Chapter 8: Practice-Based Pedagogy in Mathematics Pre-Service Teacher Education -- Chapter 9: The Co-Evolution of the Mathematics Pre-Service Teacher Classroom and the Elementary Classroom: A Process that Integrates Boundaries -- Part III: Societal Borders in Mathematics Pre-service Teacher Education -- Chapter 10: Blurring Gender Lines in Mathematics Pre-Service Teacher Education -- Chapter 11: Cultural Borders in Mathematics Pre-Service Teacher Education -- Chapter 12: Navigating and Negotiating Race and Racial Identity in Mathematics: Teaching and Learning Lessons for Teachers and Teacher Educators -- Chapter 13: Supporting Pre-Service Teachers' Knowledge for Teaching Authentic Mathematics -- Part IV: Geographic Borders in Mathematics Pre-service Teacher Education -- Chapter 14: Immigrant Mathematics Pre-Service Teachers -- Chapter 15: Refugees and the Migrant Crisis: Preparing Pre-Service Mathematics Teachers to Deal with Challenging Circumstances -- Chapter 16: Developing Teacher Knowledge in Pre-Service Teachers: An Approach Based on Crossing Multiple Boundaries. . |
| Tipo de medio : |
Computadora |
| Summary : |
This book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
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