Download of papers
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TWG 18 Papers
- Gulseren Karagoz Akar, Ali Delice & Emin Aydın. The development of a progressive incorporation perspective: The case of Denise
- Yukiko Asami-Johansson & Iiris Attorps. Applying the structured problem solving in teacher education in Japan - a case study of area of parallelogram and trapezoid
- Anna Bengtsson. When the lesson is the unit of analysis in a professional development initiative based on collegiality
- Ainhoa Berciano & Guadalupe Gutiérrez. How to improve spatial visualization ability of preservice teachers of childhood education: a teaching experiment
- Raymond Bjuland, Reidar Mosvold & Janne Fauskanger. What questions do mentor teachers ask?
- Jorryt van Bommel & Yvonne Liljekvist. Facebook and mathematics teachers’ professional development: informing our community
- Marc Bosse & Günter Törner. Teachers’ professional development in terms of identity development – a shift in the perspective on mathematics teachers’ learning
- Ceneida Fernández, Gloria Sánchez-Matamoros & Salvador Llinares. Some characteristics of learning to notice students’ mathematical understanding of the classification of quadrilaterals
- Marita Friesen, Anika Dreher & Sebastian Kuntze. Pre-service teachers’ growth in analysing classroom videos
- Mercedes García, Victoria Sánchez & Rocío Toscano. Mathematical tasks for preservice primary teachers
- Andrea Hoffkamp & Elke Warmuth. The pedagogical dimension in students’ reflections on mathematics teaching – implications for mathematics teacher education at university
- Julie Horoks & Brigitte Grugeon. Training teachers through research
- Cristina Cirino de Jesus, Márcia Cristina de C. T. Cyrino & Hélia Oliveira. Tasks analysis as a mean to reflect and (re) think the pedagogical practice of teachers who teach mathematics
- Ronnie Karsenty, Abraham Arcavi & Yael Nurick. Video-based peer discussions as sources for knowledge growth of secondary teachers
- Hulya Kilic. Pre-service mathematics teachers’ scaffolding practices
- Nicole Koppitz & Christof Schreiber. Advice and guidance For Students enrolled in Teaching mathematics at Primary Level
- Ana Kuzle & Rolf Biehler. A 4-dimensional model for analysing mathematics teacher educators’ practices
- Nicolina A. Malara & Giancarlo Navarra. Principles and tools for teachers’ education and the assessment of their professional growth
- Uldarico Malaspina, Albert Mallart & Vicenç Font. Development of teachers’ mathematical and didactic competencies by means of problem posing
- Francesca Martignone. An evolution over time of the reseachers’ meta-didactical praxeologies
- Maria Mellone, Arne Jakobsen & C. Miguel Ribeiro. Mathematics educator transformation(s) by reflecting on students’ non-standard reasoning
- Aoibhinn Ni Shuilleabhain. Developing Mathematics teachers’ pedagogical content knowledge through lesson study
- Hélia Oliveira & Ana Henriques. Characterizing participation in a developmental research project
- Kaj Østergaard. Model of theory – practice relations in mathematics teacher education
- Simone Reinhold. Uncovering Facets of interpreting in diagnostic strategies pre-service teachers use in one-on-one interviews with first-graders
- Daniela Reyes-Gasperini, Ricardo Cantoral & Gisela Montiel. Teacher empowerment and socioepistemology: an alternative for the professional development of teachers
- Francisco Rojas, Eugenio Chandia. Instructional Coherence as Perceived by Prospective Mathematics Teachers: A Case Study in Chilean Universities
- Marie Tichá & Alena Hošpesová. Word problems of a given structure in the perspective of teacher training
- Zelha Tunç-Pekkan & Hülya Kılıç. Mathematical Opportunities: noticing and acting
- Yuly Vanegas; Vicenç Font & Joaquin Giménez. How future teachers improve epistemic quality of their own mathematical practices
TWG 18 Posters
- Valérie Batteau. A study of the evolution of primary teachers’ practices in a training and research’s process in mathematics: lesson study
- Julia Ollesch, Markus Vogel & Tobias Dörfler. Using multimedia in mathematics teaching – new challenges for teachers’ competencies
- Lenka Procházková. Lesson plan analysis – mathematics teacher trainees as designers of original CLIL materials
- Johanna Ruge & Reinhard Hochmuth. Pre-service mathematics teachers’ view of mathematics in the light of mathematical tasks
- Benedikt Weygandt & Reinhard Oldenburg. First-year teacher students’ mathematical beliefs
- Erika Boström & Torulf Palm. A professional development program in formative assessment for mathematics teachers; what changes did the teacher do and why?
- Deniz Ozen & Nilufer Kose. Implications from elementary mathematics teachers’ lesson study experience
- Klaus Rasmussen. “Health - risk or chance?” - Transposition of mathematics and Biology into a bi-disciplinary course for Pre-service teachers and the design of a Study and research Path herein
- Veronika Hubeňáková & Dušan Šveda. Questioning as formative assessment and its quality measurement
- Suela Kacerja & Beate Lode. Student teachers’ learning loop: engaging students with their mathematics teaching and learning
- Lilla Korenova. “E-MATIK+” education for mathematics teachers and future teachers
- Louise Meier Carlsen. Analyzing student teachers’ lesson plans: mathematical and didactical organizations
- Marisa Quaresma, João Pedro da Ponte, Joana Mata-Pereira & Mónica Baptista. Lesson study as a professional development framework to support an exploratory approach
- Miriam Ryan. Creating professional development with primary teachers
- Helén Sterner. Mathematics teachers meaning making – the process of learning in and from practice
- Florence Mamba. Investigating the development of preservice secondary school teachers’ mathematical knowledge for teaching equations