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## Details

Genre/Form: | Aufsatzsammlung |
---|---|

Additional Physical Format: | Online version: Tasks in primary mathematics teacher education. New York : Springer, ©2009 (OCoLC)897480879 |

Material Type: | Internet resource |

Document Type: | Book, Internet Resource |

All Authors / Contributors: |
Barbara Clarke; Barbro Grevholm; Richard S Millman |

ISBN: | 9780387096681 038709668X 1441935096 9781441935090 |

OCLC Number: | 462913847 |

Notes: | Function, Form and Focus: The Role of Tasks in Elementary Mathematics Teacher Education.- Section A:Tasks as a Tool for Developing Beliefs and Attitudes about Knowledge and Learning.- Using lesson study to develop an appreciation of, and comptetence in task design for students.- Reflecting on the process of task adaptation and extension: the case of computational starters.- The conceptualization and development of a primary mathematics teacher education programme: A task of mathematics teacher educators.- The teaching portfolio: A reflective tool for developing professional language and improving classroom practices.- Section B: Tasks as a Tool for Developing Mathematical Knowledge for Teaching.- Pushing probability and statistics tasks in a new direction.- Logic in Wonderland: Alice's Adventures in Wonderland as the context of a course in logic for future elementary school teachers.- Tasks using video clips of children in a content mathematics course for preservice elementary school teachers.- Teacher taks for mathematical insight and reorganziation of what it means to learn mathematics.- Teaching and understanding mathematical modellign through Fermi problems.- A research-based workshop design for volume tasks. The task-based lesson: the central focus of a mathematics content fourse for preservice elementary teachers.- Section C: Tasks as a Tool for Developing Knowledge Through and For Practice.- Using games in initial teacher education: Developing relational understanding.- Using mathematically-rich tasks to deepend the pedagogical content knowledge of primary teachers.- From professional tasks in collaborative environments to educational tasks in mathematics teacher education.- Analysis of classroom-based processes as as key task in teacher training in early algebra.- Outdoor mathematical experiences: Constructivism, connections, and health.- From teahcer education to teacher practice: A gap affecting the implementation of tasks.-Concluding comments. |

Description: | xii, 309 pages : illustrations ; 25 cm. |

Contents: | Function, Form and Focus: The Role of Tasks in Elementary Mathematics Teacher Education.- Section A:Tasks as a Tool for Developing Beliefs and Attitudes about Knowledge and Learning.- Using lesson study to develop an appreciation of, and comptetence in task design for students.- Reflecting on the process of task adaptation and extension: the case of computational starters.- The conceptualization and development of a primary mathematics teacher education programme: A task of mathematics teacher educators.- The teaching portfolio: A reflective tool for developing professional language and improving classroom practices.- Section B: Tasks as a Tool for Developing Mathematical Knowledge for Teaching.- Pushing probability and statistics tasks in a new direction.- Logic in Wonderland: Alice's Adventures in Wonderland as the context of a course in logic for future elementary school teachers.- Tasks using video clips of children in a content mathematics course for preservice elementary school teachers.- Teacher taks for mathematical insight and reorganziation of what it means to learn mathematics.- Teaching and understanding mathematical modellign through Fermi problems.- A research-based workshop design for volume tasks. The task-based lesson: the central focus of a mathematics content fourse for preservice elementary teachers.- Section C: Tasks as a Tool for Developing Knowledge Through and For Practice.- Using games in initial teacher education: Developing relational understanding.- Using mathematically-rich tasks to deepend the pedagogical content knowledge of primary teachers.- From professional tasks in collaborative environments to educational tasks in mathematics teacher education.- Analysis of classroom-based processes as as key task in teacher training in early algebra.- Outdoor mathematical experiences: Constructivism, connections, and health.- From teahcer education to teacher practice: A gap affecting the implementation of tasks.-Concluding comments. |

Series Title: | Mathematics teacher education, v. 4. |

Responsibility: | Barbara Clarke, Barbro Grevholm, Richard Millman, editors. |

### Abstract:

This volume emerges from discussions during the ICMI study on teacher professional development. The volume successfully incorporates the ICMI theme into relevant research and innovative practices dealing with tasks for mathematics teachers.
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