Literaturnachweis - Detailanzeige
Sonst. Personen | Li, Yeping (Hrsg.) |
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Titel | Transforming mathematics instruction. Multiple approaches and practices. |
Quelle | Cham; Heidelberg [u.a.]: Springer (2014), XVI, 586 S.
PDF als Volltext (1); PDF als Volltext (2) |
Reihe | Advances in Mathematics Education; SpringerLink. Bücher |
Zusatzinformation | Titelbild |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Monographie |
ISBN | 978-3-319-04992-2; 978-3-319-04993-9 |
DOI | 10.1007/978-3-319-04993-9 |
Schlagwörter | Empirische Untersuchung; Fallstudie; Methode; Schulreform; Grundschule; Sekundarbereich; Lehrerausbildung; Lehrerfortbildung; Schülerleistung; Curriculum; Unterrichtsentwicklung; Unterrichtsforschung; Unterrichtsgestaltung; Schulbuch; Algebra; Grundrechenart; Mathematikunterricht; Mathematische Kompetenz; Mathematisches Denken; Leistungsmessung; Modellierung; Qualität; Australien; China; Deutschland; Großbritannien; Israel; Kanada; Portugal; USA |
Abstract | This book surveys and examines different approaches and practices that contribute to the changes in mathematics instruction, including (1) innovative approaches that bring direct changes in classroom instructional practices, (2) curriculum reforms that introduce changes in content and requirements in classroom instruction, and (3) approaches in mathematics teacher education that aim to improve teachers' expertise and practices. It also surveys relevant theory and methodology development in studying and assessing mathematics instruction. Classroom instruction is commonly seen as one of the key factors contributing to students' learning of mathematics, but much remains to be understood about teachers' instructional practices that lead to the development and enactment of effective classroom instruction, and approaches and practices developed and used to transform classroom instruction in different education systems. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2016/4 |