教育学
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Mathematics teacher change in times of disruption: a longitudinal large-scale study across three countries
作者Ellen Vandervieren; Daniel Thurm; Filip Moons; Marcel Klinger; Paul Drijvers
作者单位1. University of Antwerp, Antwerp, Belgium; 2. Universität Siegen, Siegen, Germany; 3. Utrecht University, Utrecht, The Netherlands; 4. Universität Duisburg-Essen, Essen, Germany
Networking two theoretical frames of variation in a problem-solving-based mathematics instruction task design
作者Berie Getie Kassa; Liping Ding
作者单位1. Department of Mathematics, Bahir Dar University, Bahir Dar, Ethiopia; 2. Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway
Roles of teacher in synchronous online mathematical discussion on parametric functions
作者Sara Bagossi; Eugenia Taranto; Silvia Beltramino; Ferdinando Arzarello
作者单位1. Free University of Bozen-Bolzano, Brixen, Italy; 2. Kore University of Enna, Enna, Italy; 3. Liceo M. Curie, Turin, Italy; 4. University of Turin, Turin, Italy
Teaching 3D geometry with dynamic environments in upper secondary classes: How to help students combine empirical perception and theoretical deduction?
作者Mingyu Shao; Jana Trgalova; Luc Trouche
作者单位1. South China Normal University, Guangzhou, China; 2. Haute Ecole Pédagogique du Canton de Vaud, Lausanne, Switzerland; 3. Ecole Normale Supérieure de Lyon, Lyon, France
Knowledge, disposition and the capacity for instruction: An optional mathematics course for preservice teachers
作者Siún Nic Mhuirí; Aisling Twohill
作者单位1. Institute of Education, Dublin City University, Dublin, Ireland; 2. Centre for the Advancement of STEM teaching and Learning (CASTeL), Dublin City University, Dublin, Ireland
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