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From Text to 'Lived' Resources : Mathematics Curriculum Materials and Teacher Development
other
Editor(s):
Ghislaine Gueudet
,
Birgit Pepin
,
Luc Trouche
Publication date
(Print):
2012
Publisher:
Springer Netherlands
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There is no author summary for this book yet. Authors can add summaries to their books on ScienceOpen to make them more accessible to a non-specialist audience.
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Human Resources and Assessment
Author and book information
Book
ISBN (Print):
978-94-007-1965-1
ISBN (Electronic):
978-94-007-1966-8
Publication date (Print):
2012
DOI:
10.1007/978-94-007-1966-8
SO-VID:
3970d647-c739-45a9-9724-9c951f8f5634
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Book chapters
pp. 3
Knowledge Resources in and for School Mathematics Teaching
pp. 23
Teachers’ Work with Resources: Documentational Geneses and Professional Geneses
pp. 43
Patterns of Didactic Intentions, Thought Collective and Documentation Work
pp. 59
Resources for the Teacher from a Semiotic Mediation Perspective
pp. 83
Constituting Digital Tools and Materials as Classroom Resources: The Example of Dynamic Geometry
pp. 105
Modes of Engagement: Understanding Teachers’ Transactions with Mathematics Curriculum Resources
pp. 123
Task Analysis as “Catalytic Tool” for Feedback and Teacher Learning: Working with Teachers on Mathematics Curriculum Materials
pp. 143
Measuring Content Through Textbooks: The Cumulative Effect of Middle-School Tracking
pp. 161
Masters’ Writings and Students’ Writings: School Material in Mesopotamia
pp. 189
Researcher-Designed Resources and Their Adaptation Within Classroom Teaching Practice: Shaping Both the Implicit and the Explicit
pp. 215
Classroom Video Data and Resources for Teaching: Some Thoughts on Teacher Education
pp. 231
Interactions of Teachers’ and Students’ Use of Mathematics Textbooks
pp. 247
Teachers Teaching Mathematics with Enciclomedia: A Study of Documentational Genesis
pp. 265
Teachers Transforming Resources into Orchestrations
pp. 291
A Comparative Perspective on Teacher Collaboration: The Cases of Lesson Study in Japan and of Multidisciplinary Teaching in Denmark
pp. 305
Communities, Documents and Professional Geneses: Interrelated Stories
pp. 323
Mathematics Teachers as Instructional Designers: What Does It Take?
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