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Mathematics Teacher Noticing

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Mathematics Teacher Noticing

Mathematics Teacher Noticing
Author :
Publisher : Routledge
Total Pages : 280
Release :
ISBN-10 : 9781136838262
ISBN-13 : 1136838260
Rating : 4/5 (62 Downloads)
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Book Synopsis Mathematics Teacher Noticing by : Miriam Sherin

Download or read book Mathematics Teacher Noticing written by Miriam Sherin and published by Routledge. This book was released on 2011-02 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book to examine research on mathematics teacher noticing---how teachers pay attention to and make sense of what happens in the complexity of instructional situations.


Mathematics Teacher Noticing Related Books

Mathematics Teacher Noticing
Language: en
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Mathematics Teacher Noticing

Authors: Miriam Sherin
Categories: Education
Type: BOOK - Published: 2011-02 - Publisher: Routledge

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This is the first book to examine research on mathematics teacher noticing---how teachers pay attention to and make sense of what happens in the complexity of i
Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks
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Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

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This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the
International Handbook of Mathematics Teacher Education: Volume 2
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International Handbook of Mathematics Teacher Education: Volume 2

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Type: BOOK - Published: 2019-12-16 - Publisher: BRILL

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This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining
Researching Your Own Practice
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Researching Your Own Practice

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Teachers need to develop the art of noticing if they are to improve their practice and undertake successful research in their classrooms.
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Teaching Core Practices in Teacher Education

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In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “cor