語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Transforming Mathematics Teacher Edu...
~
Turner, Erin E.
Transforming Mathematics Teacher Education = An Equity-Based Approach /
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Transforming Mathematics Teacher Education/ edited by Tonya Gau Bartell, Corey Drake, Amy Roth McDuffie, Julia M. Aguirre, Erin E. Turner, Mary Q. Foote.
其他題名:
An Equity-Based Approach /
其他作者:
Bartell, Tonya Gau.
面頁冊數:
XVII, 181 p. 13 illus., 4 illus. in color.online resource. :
Contained By:
Springer Nature eBook
標題:
Mathematics—Study and teaching . -
電子資源:
https://doi.org/10.1007/978-3-030-21017-5
ISBN:
9783030210175
Transforming Mathematics Teacher Education = An Equity-Based Approach /
Transforming Mathematics Teacher Education
An Equity-Based Approach /[electronic resource] :edited by Tonya Gau Bartell, Corey Drake, Amy Roth McDuffie, Julia M. Aguirre, Erin E. Turner, Mary Q. Foote. - 1st ed. 2019. - XVII, 181 p. 13 illus., 4 illus. in color.online resource.
Chapter 1. The Story of the Teachers Empowered to Advance Change in Mathematics Project: Theoretical and Conceptual Foundations -- Chapter 2. Teachers Empowered to Advance Change in Mathematics: Modules for preK-8 Mathematics Methods Courses -- Chapter 3. Preparing to Use the Teachers Empowered to Advance Change in Mathematics Modules: Considerations for Mathematics Teacher Educators -- Chapter 4. Crafting Entry Points for Learning about Children’s Funds of Knowledge: Scaffolding the Community Mathematics Exploration Module for Prospective Teachers -- Chapter 5. Supporting Prospective Urban Teachers to Access Children’s Multiple Mathematical Knowledge Bases: Community Mathematics Explorations 55 -- Chapter 6. Prospective Teachers’ Reflections across the Community Mathematics Exploration Module -- Chapter 7. From Community Exploration to Social Justice Mathematics: How do Mathematics Teacher Educators Guide Prospective Teachers to Make the Move? -- Chapter 8. Focusing the Video Lenses Tool to Build Deeper Understandings of Early Childhood Contexts -- Chapter 9. Integrating Curriculum and Community Spaces -- Chapter 10. Reflecting Back to Move Forward: Using a Mathematics Autobiography to Open Humanizing Learning Spaces for Prospective Mathematics Teachers -- Chapter 11. Preparing Prospective Elementary Mathematics Teachers to Critically Engage in Elementary Mathematics Methods -- Chapter 12. Our Linguistic and Cultural Resources: The Experiences of Bilingual Prospective Teachers with Mathematics Autobiographies 161.
This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
ISBN: 9783030210175
Standard No.: 10.1007/978-3-030-21017-5doiSubjects--Topical Terms:
1253684
Mathematics—Study and teaching .
LC Class. No.: LC8-6691
Dewey Class. No.: 370
Transforming Mathematics Teacher Education = An Equity-Based Approach /
LDR
:04659nam a22004095i 4500
001
1014799
003
DE-He213
005
20200701122733.0
007
cr nn 008mamaa
008
210106s2019 gw | s |||| 0|eng d
020
$a
9783030210175
$9
978-3-030-21017-5
024
7
$a
10.1007/978-3-030-21017-5
$2
doi
035
$a
978-3-030-21017-5
050
4
$a
LC8-6691
072
7
$a
JNU
$2
bicssc
072
7
$a
EDU029010
$2
bisacsh
072
7
$a
JNU
$2
thema
072
7
$a
PB
$2
thema
082
0 4
$a
370
$2
23
245
1 0
$a
Transforming Mathematics Teacher Education
$h
[electronic resource] :
$b
An Equity-Based Approach /
$c
edited by Tonya Gau Bartell, Corey Drake, Amy Roth McDuffie, Julia M. Aguirre, Erin E. Turner, Mary Q. Foote.
250
$a
1st ed. 2019.
264
1
$a
Cham :
$b
Springer International Publishing :
$b
Imprint: Springer,
$c
2019.
300
$a
XVII, 181 p. 13 illus., 4 illus. in color.
$b
online resource.
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
347
$a
text file
$b
PDF
$2
rda
505
0
$a
Chapter 1. The Story of the Teachers Empowered to Advance Change in Mathematics Project: Theoretical and Conceptual Foundations -- Chapter 2. Teachers Empowered to Advance Change in Mathematics: Modules for preK-8 Mathematics Methods Courses -- Chapter 3. Preparing to Use the Teachers Empowered to Advance Change in Mathematics Modules: Considerations for Mathematics Teacher Educators -- Chapter 4. Crafting Entry Points for Learning about Children’s Funds of Knowledge: Scaffolding the Community Mathematics Exploration Module for Prospective Teachers -- Chapter 5. Supporting Prospective Urban Teachers to Access Children’s Multiple Mathematical Knowledge Bases: Community Mathematics Explorations 55 -- Chapter 6. Prospective Teachers’ Reflections across the Community Mathematics Exploration Module -- Chapter 7. From Community Exploration to Social Justice Mathematics: How do Mathematics Teacher Educators Guide Prospective Teachers to Make the Move? -- Chapter 8. Focusing the Video Lenses Tool to Build Deeper Understandings of Early Childhood Contexts -- Chapter 9. Integrating Curriculum and Community Spaces -- Chapter 10. Reflecting Back to Move Forward: Using a Mathematics Autobiography to Open Humanizing Learning Spaces for Prospective Mathematics Teachers -- Chapter 11. Preparing Prospective Elementary Mathematics Teachers to Critically Engage in Elementary Mathematics Methods -- Chapter 12. Our Linguistic and Cultural Resources: The Experiences of Bilingual Prospective Teachers with Mathematics Autobiographies 161.
520
$a
This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
650
0
$a
Mathematics—Study and teaching .
$3
1253684
650
0
$a
Learning.
$3
555256
650
0
$a
Instruction.
$3
1253701
650
0
$a
Teaching.
$3
555255
650
0
$a
Educational sociology.
$3
555555
650
1 4
$a
Mathematics Education.
$3
671509
650
2 4
$a
Learning & Instruction.
$3
670152
650
2 4
$a
Teaching and Teacher Education.
$3
783596
650
2 4
$a
Ethnicity in Education.
$3
1139924
700
1
$a
Bartell, Tonya Gau.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1208435
700
1
$a
Drake, Corey.
$e
editor.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1308945
700
1
$a
McDuffie, Amy Roth.
$e
editor.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1308946
700
1
$a
Aguirre, Julia M.
$e
editor.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1308947
700
1
$a
Turner, Erin E.
$e
editor.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1308948
700
1
$a
Foote, Mary Q.
$e
editor.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1308949
710
2
$a
SpringerLink (Online service)
$3
593884
773
0
$t
Springer Nature eBook
776
0 8
$i
Printed edition:
$z
9783030210168
776
0 8
$i
Printed edition:
$z
9783030210182
776
0 8
$i
Printed edition:
$z
9783030210199
856
4 0
$u
https://doi.org/10.1007/978-3-030-21017-5
912
$a
ZDB-2-EDA
912
$a
ZDB-2-SXED
950
$a
Education (SpringerNature-41171)
950
$a
Education (R0) (SpringerNature-43721)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入