Pre-service and in-service Mathematics teachers’ knowledge and professional development

Fou Lai Lin; Tim Rowland

doi:10.1007/978-94-6300-561-6_14

Pre-service and in-service Mathematics teachers’ knowledge and professional development

Fou Lai Lin
, Tim Rowland

數學系

研究成果: 書貢獻/報告類型 › 篇章

20 引文斯高帕斯（Scopus）

摘要

As Adler, Ball, Krainer, Lin and Novotna (2005) remarked in their landmark ICME survey report, research into Mathematics teacher education was rather sparse until the mid-1990s. From its roots in Mathematics and psychology - witness the name of the sponsor organisation of this handbook - the output of researchers in Mathematics (or ‘mathematical’) education had previously been more directed, and often in an anecdotal way, towards learners, curricula, purposes and innovative instruction (Kilpatrick, 1992).

原文	英語
主出版物標題	The Second Handbook of Research on the Psychology of Mathematics Education
主出版物子標題	The Journey Continues
發行者	Sense Publishers
頁面	483-520
頁數	38
ISBN（電子）	9789463005616
ISBN（列印）	9789463005593
DOIs	https://doi.org/10.1007/978-94-6300-561-6_14
出版狀態	已發佈 - 2016 1月 1

ASJC Scopus subject areas

一般社會科學

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10.1007/978-94-6300-561-6_14

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Pre-service and in-service Mathematics teachers’ knowledge and professional development

摘要

ASJC Scopus subject areas

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其它文件與鏈接

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