Tez Dosyaları 17
Fifth grade students' process of generalizing divisibility rules
Learning how to create lesson plans: First year preservice mathematics teachers' experience in University within School Model
Examining the students' statistical literacy concerning the representation and analysis of the data and interpretation of the results
Development of prospective secondary school mathematics teachers' specialized knowledge of limit concept through lesson study
Investigation of strategies and mathematical creativity of 8th grade gifted students on nonlinear realistic generalization tasks
Investigating the preservice primary school teachers' mathematical knowledge in teaching of division operation
An investigation of elementary gifted students' modeling competencies through engineering-based model eliciting activities
Examining a seventh-grade teacher's mathematical discourse related to algebraic expressions
Development of preservice middle school mathematics teachers' reasoning about distribution
Developing pre-service mathematics teachers' professional noticing of students' thinking in geometric measurement through pedagogies of practice
Supporting the development of a second-grade classroom's conceptions of multiplication through a hypothetical learning trajectory
A teacher's learning to implement cognitively high-level tasks to facilitate student thinking through coaching program
Developing prospective teachers' professional noticing ofstudents' proportional reasoning through video case enhanced learning environment
Supporting the development of prospective mathematics teachers' mathematical knowledge and professional noticing skills on the perimeter concept through the model grounded on the cycles of enactment and investigation
Mathematics coaching for a middle school mathematics teacher's technological pedagogical content knowledge (TPACK) development in geometry
The evolution of mathematical practices in a seventh-grade classroom: Analyzing students' development of proportional reasoning
A STUDY ON DEVELOPMENT OF PROSPECTIVE MIDDLE SCHOOL TEACHERS' COMPETENCE OF POSING MATHEMATICAL LITERACY PROBLEMS