Preservice mathematics teachers’ selection of curriculum resources in individual and group lesson planning processes

Author(s):  
Fadime Ulusoy ◽  
Lütfi İncikabi
2018 ◽  
Vol 31 (3) ◽  
pp. 260-278
Author(s):  
María José González ◽  
Pedro Gómez ◽  
Andrés Pinzón

2017 ◽  
Vol 10 (3) ◽  
pp. 91-108
Author(s):  
Adeneye O.A. Awofala ◽  
◽  
Sabainah O. Akinoso ◽  
Alfred O. Fatade ◽  
◽  
...  

Water ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 2383
Author(s):  
Sonja Cypra ◽  
Fabian Knepper ◽  
Susanne Kytzia ◽  
Elke Petersson

Ecological, economic and societal challenges require decision-making and planning processes aiming at sustainability in water management. Such processes are increasingly informed and supported by sustainability assessment schemes. The focus of this article is on water infrastructure. A selection of national (German) and international assessment schemes is presented and compared. Both interdisciplinary schemes, applicable to a wide range of infrastructure measures, as well as schemes specialized in water infrastructure are considered. In addition to methodological aspects and dissemination, thematic priorities are analyzed and compared. Apart from methodological similarity, specialized schemes tend to be still in the development stage. In contrast, the interdisciplinary schemes have already been used commercially and have been applied in a considerable number of projects. The schemes considered differ significantly in the number of criteria. The interdisciplinary schemes tend to focus more on the ecological dimension while considering a small number of economic criteria. The assessment results depend on various subjective factors and the schemes do not produce true or false results in absolute terms. However, their application can make these factors visible and help identify the most stable solution with regard to different sustainability perspectives.


2013 ◽  
Vol 1 (2) ◽  
pp. 162-171
Author(s):  
Joe Garofalo ◽  
Christine Trinter

In this article, we present 2 technology-involved tasks that we use in our mathematics pedagogy courses to ostensibly give preservice secondary mathematics teachers (PSMTs) sample activities they can use in their teaching or use to assess their own future students' ability to apply trigonometric functions in contextual situations using technology. However, we have two other purposes for posing these tasks. One purpose is to provide occasions for PSMTs to self-assess their mathematical and technology knowledge, and subsequently take action to learn mathematics and technology features. The other purpose is to use such tasks as springboards for substantive discussions about teaching, learning, technology, and assessment. Such simulation tasks have engaged PSMTs and helped them develop their knowledge base for teaching mathematics.


2011 ◽  
Vol 104 (7) ◽  
pp. 557-559

A great deal has been written about mentoring and its positive effects on the development of important teaching skills. By focusing on mentors for preservice mathematics teachers, this work fills a gap in that literature, complementing related publications on mentoring beginning and experienced mathematics teachers. This resource is designed to support mentors in bridging the gap between the theory of teaching and learning mathematics to the reality of the classroom environment. Its useful strategies and information will assist the mentor of preservice mathematics teachers in providing knowledgeable, informed, and supportive guidance.


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