Now showing items 1-7 of 7
Mathematical opportunities: noticing and acting
The aim of this study was to investigate how three pre-service teachers (PSTs) listen to students, notice Mathematical Opportunities (MO) and scaffold ideas based on MOs. There were 12 videos of three PSTs’ interactions ...
Characterizing a highly-accomplished teacher’s instructional actions in response to students’ mathematical thinking
This paper is part of a larger study which investigates how a highly-accomplished teacher and two beginning teachers notice student thinking and respond to stu- dents’ mathematical thinking as they teach concepts of ...
Creative and critical thinking skills in problem-based learning environments
Creative and critical thinking skills are the abilities, which can sometimes be used interchangeably in definition. In fact, they have different constructs because they differentiate in outcome of human behaviours. Also ...
Yeni öğretmenlerin öğrenci düşüncelerine gösterdiği dikkat
Bu makale üçüncü-sınıf öğretmenlerinin öğrencilerin matematiksel düşüncelerini fark etmeleri ile ilgili çoklu durum çalışmasından kesitler sunmaktadır. Bu makalede mesleğe yeni başlamış olan iki sınıf öğretmeninin öğrencilerin ...
An analysis of elementary school children's fractional knowledge depicted with circle, rectangle, and number line representations
It is now well known that fractions are difficult concepts to learn as well as to teach. Teachers usually use circular pies, rectangular shapes and number lines on the paper as teaching tools for fraction instruction. This ...
The thinking-about-derivative test for undergraduate students: development and validation
Two studies were conducted for the development and validation of a multidimensional test to assess undergraduate students' mathematical thinking about derivative. The first study involved two phases: question generation ...