Mixed methods study of middle school mathematics teachers’ content knowledge in usa and russia using sequential nested design
نویسندگان
چکیده
منابع مشابه
Middle School Mathematics Teachers’ Knowledge for Teaching
Kim Beswick, University of Tasmania Email: [email protected] Telephone: +61 3 6324 3167 Facsimile: +61 3 6324 3048 Abstract: Forty-two middle school mathematics teachers were presented with two mathematics problems, one requiring a percentage of an amount to be calculated and the other involving the interpretation of a pie chart showing percents. The teachers were firstly asked to provide...
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the issue of curriculum and syllabus evaluation and revision has been in center of attention right from when curriculum came into attention of educational institutions. thus everywhere in the world in educational institutions curricula and syllabi are evaluated and revised based on the goals, the needs, existing content, etc.. in iran any curriculum is designed in a committee of specialists and...
High School EFL Teachers’ Professional Competencies: Content Knowledge and Pedagogical Content Knowledge
According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attem...
متن کاملthe washback effect of discretepoint vs. integrative tests on the retention of content in knowledge tests
در این پایان نامه تاثیر دو نوع تست جزیی نگر و کلی نگر بر به یادسپاری محتوا ارزیابی شده که نتایج نشان دهندهکارایی تستهای کلی نگر بیشتر از سایر آزمونها است
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ژورنال
عنوان ژورنال: Russian Digital Libraries Journal
سال: 2019
ISSN: 1562-5419
DOI: 10.26907/1562-5419-2019-22-5-255-286