404 results on '"Herbst, Patricio"'
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2. Teaching Geometry for Secondary Teachers: What are the Tensions Instructors Need to Manage?
3. On Designing Better Structures for Feedback in Practice-Based Professional Development: Using 'Failure' to Innovate
4. Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education
5. 'It's a Different Mindset Here': Facilitation Challenges in a Practice-Based Professional Development
6. How Digital Storyboards Support the Transaction of Practice: The Semiotic Infrastructure of Representations of Practice
7. Moves Teachers Use to Respond to Students' Non-Canonical Approaches for Solving Equations
8. Understanding Instructional Capacity for High School Geometry as a Systemic Problem through Stakeholder Interviews
9. On designing better structures for feedback in practice-based professional development: Using “failure” to innovate
10. Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions
11. Introducing Inverse Function to High School Students: Relating Convention and Reasoning
12. Drawing on the Delphi Technique to Explore Areas of Convergence and Divergence Among Expert Opinions in the Field of Teaching
13. Keeping Theorizing in Touch with Practice: Practical Rationality as a Middle Range Theory of Mathematics Teaching
14. How Can Teaching Simulations Help Us Study at Scale the Tensions Mathematics Teachers Have to Manage When Considering Policy Recommendations?
15. Developing Practical Measures to Support the Improvement of Geometry for Teachers' Courses
16. Expanding Students' Role When Doing Proofs in High School Geometry
17. What Influences Do Instructors of the Geometry for Teachers Course Need to Contend with?
18. How Digital Storyboards Support the Transaction of Practice: The Semiotic Infrastructure of Representations of Practice
19. Directing Focus and Enabling Inquiry with Representations of Practice: Written Cases, Storyboards, and Teacher Education
20. Working Collectively to Design Online Teacher Education Curriculum: How Do Teacher Educators Manage to Do It?
21. Correction: On designing better structures for feedback in practice‑based professional development: Using “failure” to innovate
22. How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?
23. 'It Depends …': Using Ambiguities to Better Understand Mathematics Teachers' Decision-Making
24. When What Routinely Happens Conflicts with What Ought to Be Done: A Scenario-Based Assessment of Secondary Mathematics Teachers' Decisions
25. Mathematics Teaching Has Its Own Imperatives: Mathematical Practice and the Work of Mathematics Instruction
26. Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience
27. How Theory-Building Research on Instruction Can Support Instructional Improvement: Toward a Modelling Perspective in Secondary Geometry
28. Teachers' Expectation about Geometric Calculations in High School Geometry
29. Confronting Teachers with Contingencies to Support Their Learning About Situation-Specific Pedagogical Decisions in an Online Context
30. Proof Transcription in High School Geometry: A Study of What Teachers Recognize as Normative When Students Present Proofs at the Board
31. A Heuristic Approach to Assess Change in Mathematical Knowledge for Teaching Geometry after a Practice-Based Professional Learning Intervention
32. Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience
33. What Simulation-Based Mentoring May Afford: Opportunities to Connect Theory and Practice
34. Proof transcription in high school geometry: a study of what teachers recognize as normative when students present proofs at the board
35. Mathematics Teachers' Recognition of an Obligation to the Discipline and Its Role in the Justification of Instructional Actions
36. What Details Do Geometry Teachers Expect in Students' Proofs? A Method for Experimentally Testing Possible Classroom Norms
37. How Can Designed Reference Points in an Animated Classroom Story Support Teachers’ Study of Practice?
38. On Dialogue and Stories as Representations of Practice: An Introduction
39. What StoryCircles Can Do for Mathematics Teaching and Teacher Education
40. Does the Medium Matter? : A Comparison of Secondary Mathematics Preservice Teachers’ Representations of Practice Created in Text and Storyboarding Media
41. Examining the Work of Teaching Geometry as a Subject-Specific Phenomenon
42. Conclusion: Prospects for Developments and Research in Secondary Geometry Education
43. International Perspectives on Secondary Geometry Education: An Introduction
44. How Are Geometric Proof Problems Presented? Conceptualizing and Measuring Teachers' Recognition of the Diagrammatic Register
45. The Teacher's Perspective on the Separation between Conjecturing and Proving in High School Geometry Classrooms
46. “It Depends …”: Using Ambiguities to Better Understand Mathematics Teachers’ Decision-making
47. A Way to Consider Balance Among JRME Publications: Descriptive, Transformative, and Reflective Research.
48. Working Interinstitutionally to Apprentice Doctoral Students in Mathematics Education Research.
49. Geometric Modeling Tasks and Opportunity to Learn Geometry: The Ranking Triangles Task Revisited
50. The role of theory building in the teaching of secondary geometry
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