An Analysis of Prospective Teachers' Dual Roles in Understanding the Mathematics of Change: Eliciting Growth with Technology
Journal of Mathematics Teacher Education Volume 4, Number 2, ISSN 1386-4416
Analyzes the interrelations between prospective and practicing teachers' learning of the mathematics of change and the development of their emerging understanding of effective mathematics teaching. Develops novel computer-based activities to challenge participants' mathematical understandings and requires them to use technology during short teaching episodes they conduct with younger students. (Contains 37 references.) (Author/ASK)
Bowers, J. & Doerr, H.M. (2001). An Analysis of Prospective Teachers' Dual Roles in Understanding the Mathematics of Change: Eliciting Growth with Technology. Journal of Mathematics Teacher Education, 4(2), 115.
Cited ByView References & Citations Map
Review of Research on the Use of Video Cases to Improve Preservice and Inservice Teachers’ Knowledge and Skills
Michael Meloth, Amy Good & William Sugar, East Carolina University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 940–942
Despina Stylianou & Beverly Smith, City College, The City University of New York, United States; James J. Kaput, University of Massachusetts, Dartmouth, United States
Journal of Computers in Mathematics and Science Teaching Vol. 24, No. 3 (July 2005) pp. 299–324
Hollylynne Stohl, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2961–2968
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