Search results for author:"Zandra de Araujo"
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Teaching and Teacher Education: An International Journal of Research and Studies Vol. 62, No. 1 (February 2017) pp. 60–70
Flipped instruction in school mathematics has been occurring more frequently. This study investigated two teachers' motivations for, conceptions of, and experiences with flipped mathematics instruction. We found that the teachers were motivated to...
Examining the Design Features of a Communication-Rich, Problem-Centred Mathematics Professional Development
International Journal of Mathematical Education in Science and Technology Vol. 49, No. 3 (2018) pp. 323–340
While there is considerable scholarship describing principles for effective professional development, there have been few attempts to examine these principles in practice. In this paper, we identify and examine the particular design features of a...
Journal for Research in Mathematics Education Vol. 43, No. 4 (July 2012) pp. 391–427
Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsak, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring...
Mathematics Teacher Education and Development Vol. 17, No. 2 (2015) pp. 25–44
The incorporation of animation in mathematics teacher education courses is one method for transforming practices and promoting practice-based education. Animation can be used as an approximation of practice that engages preservice teachers (PSTs) in ...
Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing
Journal of Technology and Teacher Education Vol. 24, No. 2 (April 2016) pp. 127–151
This paper explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Preservice teachers in mathematics methods courses at six universities (n...