International Approaches to Professional Development for Mathematics Teachers
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Notice bibliographique
Résumé
INTRODUCTION Experiences Developed in Different Countries to support the Professional Development of Teachers for, in, and from Practice: Introduction to the Purpose of the Book -- Nadine Bednarz (Universite du Quebec a Montreal, Canada), Dario Fiorentini, (UNICAMP, Brazil), Rongjin Huang, (University of Colorado Denver, USA) PART 1: EDUCATION OF PRACTICING TEACHERS IN MATHEMATICS - INTERNATIONAL HISTORICAL DEVELOPMENT AND ISSUES Situating Mathematics Teacher Education in a Global Context -- Barbara Jaworski (Loughborough University, UK) PART 2: PROFESSIONAL LIFE OF MATHEMATICS TEACHERS AS PART OF THEIR PROFESSIONAL DEVELOPMENT-IN-PRACTICE Professional Development of a Mathematics Teacher in the Role of a Subject Leader -- Claudia Canha Nunes (University of Lisbon, Portugal) Mentoring as Professional Development: A Case from Secondary Level Mathematics -- Ginger Rhodes (University of North Carolina Wilmington, USA), Patricia S. Wilson (University of Georgia, USA) Facilitating Mathematics Teachers' Professional Development through Ranking and Promotion Practices in the Chinese Mainland -- Yeping Li (Texas A&M University, USA), Rongjin Huang (University of Colorado Denver, USA), Jiansheng Bao (Suzhou University, China), Yadong Fan (Suzhou Secondary School, China) PART 3: CONSTRUCTION OF PROFESSIONAL MATHEMATICAL KNOWLEDGE BY TEACHERS Secondary Teachers' Professional Development through the Exploration of School Mathematics -- Jerome Proulx (Universite du Quebec a Montreal, Canada) Dialogue among In-service Teachers in an Internet-based Mathematics Education Program -- Mario Sanchez (Roskilde University, Denmark) In-service Professional Development for Teachers of Pre-University Mathematics -- Bernard Murphy (Mathematics in Education and Industry, UK) PART 4: DIFFERENT EXPERIENCES SUPPORTING PROFESSIONAL DEVELOPMENT IN MATHEMATICAL TEACHING In-service Teacher Education: A Collaborative Experience with Non-Specialist Teachers who Teach Mathematics. -- Nielce Meneguelo da Costa (Bandeirante University of Sao Paulo, Brazil) Formative Processes: Sharing Learning Experiences in Geometry -- Adair Mendes Nacarato and Regina Celia Grando (Sao Francisco University, Brazil) Collaborative Work and Professional Development of Mathematics Teachers: Analysis of a Brazilian Experience. -- Ana Cristina Ferreira (UFOP, Brazil), Maria Angela Miorim (UNICAMP, Brazil) Assessing a Research/Professional Development Model in Patterns and Algebra. -- Ruth Beatty (University of Toronto, Canada), Cathy Bruce (Trent University, Canada) Professional Development: Moving from Telling to Listening. -- Christine Suurtamm and Nancy Vezina (University of Ottawa, Canada) Continuing Professional Education of Mathematics Teachers: Learning through Mathematics Investigation -- Carmen Lucia Brancaglion Passos and Maiza Lamonato (Universidade Federal de Sao Carlos, Brazil) The Role of Self-Regulated Learning in Professional Development of Mathematics Elementary Teachers -- Bracha Kramarski and Tali Revach (Bar-Ilan University, Israel) Investigating and Writing in the Professional Development of Mathematics Teachers -- Maria Teresa Menezes Freitas (UFU, Brazil), Dario Fiorentini (UNICAMP, Brazil) PART 5: REFORMS, CURRICULAR CHANGE AND CONTINUOUS PROFESSIONAL DEVELOPMENT Factors affecting the Implementation of Reforms in Secondary School Mathematics. -- Naomi Chissick (ORT, Israel) Interrelations between Teacher Development and Curricular Change: A Research Program -- Dario Fiorentini (UNICAMP, Brazil), Rosana G. S. Miskulin (University Estadual Paulista, Brazil), Regina C. Grando and Adair M. Nacarato (University of Sao Francisco, Brazil), Carmen L.B. Passos (University of Sao Carlos, Brazil), Dione L. Carvalho (UNICAMP, Brazil) Researching Effective Continuing Professional Development in Mathematics Education. -- Els de Geest (University of Oxford, UK),Marie Joubert, Rosamund Sutherland (University of Bristol, UK), Jenni Back (Kings College London, UK), Christine Hirst (Birmingham University, UK) CONCLUSION -- Nadine Bednarz (Universite du Quebec a Montreal, Canada), Dario Fiorentini (UNICAMP, Brazil), Rongjin Huang (University of Colorado Denver, USA)
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle