Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions
Author:
Funder
Directorate for Education and Human Resources
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Link
https://link.springer.com/content/pdf/10.1007/s10857-023-09595-2.pdf
Reference47 articles.
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2. Bieda, K. N., Sela, H., & Chazan, D. (2015). You Are Learning Well My Dear: Shifts in novice teachers’ talk about teaching during their internship. Journal of Teacher Education, 66(2), 150–169. https://doi.org/10.1177/0022487114560645
3. Blair, R., Kirkman, E. E., & Maxwell, J. W. (2018). Statistical abstract of undergraduate programs in the mathematical sciences in the United States: Fall 2015 CBMS survey. American Mathematical Society. https://doi.org/10.1090/cbmssurvey/2015
4. Bourdieu, P. (1990). The logic of practice. Stanford University Press.
5. Briggs, A. R. J., Clark, J., & Hall, I. (2012). Building bridges: Understanding student transition to university. Quality in Higher Education, 18(1), 3–21. https://doi.org/10.1080/13538322.2011.614468
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