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Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences. This book may inspire researchers who engage in the study of design principles and characteristics of productive tasks for secondary mathematics teacher education.

Teacher education. Teacher's profession --- Didactics of mathematics --- didactiek --- wiskunde --- lerarenopleiding --- lesgeven --- Systèmes d'exploitation (ordinateurs) --- Mathematics—Study and teaching . --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- #ZR ////// ZAIREES RECHT ////// --- 681.3*D45 --- 681.3*D46 --- 681.3*D48 --- 681.3*H24 --- 681.3*H24 Systems: concurrency; distributed systems; query processing; transaction processing (Database management) --- Systems: concurrency; distributed systems; query processing; transaction processing (Database management) --- 681.3*D48 Performance: measurements; modeling and prediction; monitors; operational analysis; queuing theory; simulation; stochastic analysis (Operating systems)--See also {?681.3*C2}; {681.3*D28}; {681.3*I6} --- Performance: measurements; modeling and prediction; monitors; operational analysis; queuing theory; simulation; stochastic analysis (Operating systems)--See also {?681.3*C2}; {681.3*D28}; {681.3*I6} --- 681.3*D46 Security and protection: access controls; authentication; cryptographic controls; information flow controls; security kernels; verification (Operating systems) --- Security and protection: access controls; authentication; cryptographic controls; information flow controls; security kernels; verification (Operating systems) --- 681.3*D45 Reliability: backup procedures; checkpoint/restart; fault-tolerance; verification (Operating systems) --- Reliability: backup procedures; checkpoint/restart; fault-tolerance; verification (Operating systems) --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Mathematics teachers --- Mathematics --- Training of. --- Study and teaching (Secondary)

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Using classroom mathematics tasks to support student learning is the topic of this timely volume. Employing research-based data, the authors focus on teacher practice as well as teacher and student learning and knowledge creation to demonstrate the use of mathematics tasks which promote effective student understanding. Unique in the field, the book provides a thorough, comprehensive guide to the nature of tasks for researchers, teacher educators, curriculum designers, administrators and teachers. Chapters on the effective implementation of mathematics tasks in the classroom, distinct pedagogical concepts related to teaching with mathematics tasks, and sample lessons that clearly demonstrate successful uses for mathematics tasks in the classroom are included.  The book is designed to provide a mix of cutting-edge data on task use with concrete examples of successful tasks and implementation tactics.  All of the lesson plans and illustrative examples provided have been extensively evaluated and tested in actual learning situations and feature specific suggestions for combating student difficulties and promoting solution pathways. This is a book that is essential for anyone hoping to understand both the importance of mathematics tasks for enhancing student learning and ways in which mathematics tasks can be applied in the classroom to achieve learning goals and objectives.     .

Teaching --- Teacher education. Teacher's profession --- Didactics of mathematics --- Mathematics --- didactiek --- onderwijs --- wiskunde --- lerarenopleiding --- lesgeven

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This book explores how professionals can engage and inspire parents to support their young children’s mathematics learning. Bringing together international experts, researchers and scholars, it proposes a framework for engaging with and supporting parents, including those who are less aware of the crucial development of children’s mathematical skills in the early years. Focusing on mathematics learning from birth to 5 years, the book’s underlying assumption is that it is possible to offer guidance to professionals working with families with young children concerning how to engage and support families in the area of mathematics learning, including those families who seem alienated from education services. Specifically, the respective chapters present a framework for understanding children’s early mathematical development and the important role of families in this regard. They describe effective strategies for engaging families in their children’s mathematics learning, including those who are marginalised and experience multiple disadvantages, so that all families can best support their children’s mathematical learning and their development of positive attitudes towards learning. In closing, hurdles and opportunities within the systems surrounding family engagement are addressed.

Educational systems. Teaching systems --- Teaching --- Didactics of mathematics --- Kindergarten --- Mathematics --- didactiek --- wiskunde --- kleuterdidactiek --- peuters --- onderwijsonderzoek

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This book explores how professionals can engage and inspire parents to support their young children’s mathematics learning. Bringing together international experts, researchers and scholars, it proposes a framework for engaging with and supporting parents, including those who are less aware of the crucial development of children’s mathematical skills in the early years. Focusing on mathematics learning from birth to 5 years, the book’s underlying assumption is that it is possible to offer guidance to professionals working with families with young children concerning how to engage and support families in the area of mathematics learning, including those families who seem alienated from education services. Specifically, the respective chapters present a framework for understanding children’s early mathematical development and the important role of families in this regard. They describe effective strategies for engaging families in their children’s mathematics learning, including those who are marginalised and experience multiple disadvantages, so that all families can best support their children’s mathematical learning and their development of positive attitudes towards learning. In closing, hurdles and opportunities within the systems surrounding family engagement are addressed.

Mathematics—Study and teaching . --- Child development. --- International education . --- Comparative education. --- Mathematics Education. --- Early Childhood Education. --- International and Comparative Education.

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Neurobehavioral disorders.