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Constructing mathematical knowledge usin

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Constructing mathematical knowledge usin

CONSTRUCTING MATHEMATICAL KNOWLEDGE USING MULTIPLEREPRESENTATIONS: A CASE STUDY OF A GRADE ONE TEACHERbyLimin JaoA thesis submitted 111 conformity wit

Constructing mathematical knowledge usin th the requirements for the degree of Master of Alts Graduate Department of Curriculum. Teaching and Learning Ontario Institute for Studies 111 Educat

ion University of Toronto£' Copyright by Limin Jao 2009Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Constructing mathematical knowledge usin

TeacherLimin Jao Master of Alls. 2009Department of Curriculum. Teaching and Learning Ontario Institute for Studies 111 Education of the University of

Constructing mathematical knowledge usin

TorontoAbstractTills study examined how an elementary teacher fostered student mathematical understanding and the strategies that she used to help st

CONSTRUCTING MATHEMATICAL KNOWLEDGE USING MULTIPLEREPRESENTATIONS: A CASE STUDY OF A GRADE ONE TEACHERbyLimin JaoA thesis submitted 111 conformity wit

Constructing mathematical knowledge usin sessions using a peer coaching model.The evidence from the study suggests that this teacher benefited from professional development opportunities to

gam deeper insights regarding her teaching practices. There were five major findings: (1) enthusiasm for improving her practices was necessaiy to succ Constructing mathematical knowledge usin

essfully meet her goals: (2) this teacher's role in the classroom was miportant to facilitate the construction of knowledge; (3) rhe classroom was an

Constructing mathematical knowledge usin

environment where her students felt safe; (4) a variety of tasks and strategies that students of varied abilities, interests and aptitudes can enjoy w

CONSTRUCTING MATHEMATICAL KNOWLEDGE USING MULTIPLEREPRESENTATIONS: A CASE STUDY OF A GRADE ONE TEACHERbyLimin JaoA thesis submitted 111 conformity wit

Constructing mathematical knowledge usin am not oblivious to the fact dial 1 lead an exceptional life. 1 love what 1 do. 1 have experienced much and Ĩ continue to move forward to achieve my

dreams. As driven and independent as 1 may be. 1 could not have made It to where 1 am without the love and support of more people than these acknowled Constructing mathematical knowledge usin

gements can mention.First, thank you to my advisor and supervisor. Doug McDougall, for making tins process easier than Ĩ think it is supposed to be. Y

Constructing mathematical knowledge usin

our unwavering guidance and faith that Ĩ too can produce a 100-pagc document lias been unbelievable, l liank you for being my mentor, seeing my dreams

CONSTRUCTING MATHEMATICAL KNOWLEDGE USING MULTIPLEREPRESENTATIONS: A CASE STUDY OF A GRADE ONE TEACHERbyLimin JaoA thesis submitted 111 conformity wit

Constructing mathematical knowledge usin my research. As both a member of your classroom and while writing this thesis. I have been grateful to benefit from yoiư knowledge.Sabrina, my exempla

ry participant, the fact that 1 ended up doing my research in an elementary- classroom is a testament to yoin abilities, dedication and enthusiasm. I Constructing mathematical knowledge usin

could not pass up the opportunity to team from you!Thank you to all of my friends from my roots in Scarborough, here in the city, across Canada mid ar

Constructing mathematical knowledge usin

ound the world. You have all played a part m shaping me as an individual and Ĩ value all of rhe time we have shared, share and will share together.lb

CONSTRUCTING MATHEMATICAL KNOWLEDGE USING MULTIPLEREPRESENTATIONS: A CASE STUDY OF A GRADE ONE TEACHERbyLimin JaoA thesis submitted 111 conformity wit

Constructing mathematical knowledge usin chance to sort through my convoluted ideas and helped make sure my ducks are lined up in a row . 1 would not be skipping along this effervescent road

without yon.iiiMost importantly, I thank my family. Weiguo, you have always watched out for me and are a role-model and friend Through out inside joke Constructing mathematical knowledge usin

s and knowing what one another IS thinking without having to say it. I am lucky to have you as my brother. Mom. I have followed in your footsteps both

Constructing mathematical knowledge usin

as an educator and as a life-long learner. I know that you have been cheering me on every step of the way and I value everything that you have instil

CONSTRUCTING MATHEMATICAL KNOWLEDGE USING MULTIPLEREPRESENTATIONS: A CASE STUDY OF A GRADE ONE TEACHERbyLimin JaoA thesis submitted 111 conformity wit

Constructing mathematical knowledge usin The fact that you are bursting with pride means the world to me. Mom and Dad. you have provided me with everything that I have ever wanted and for tha

t. I cannot thank you enough.Table of ContentsChapter One: Introduction11.1Introduction11.2Research Context11.3Research Questions51.4Significance of t Constructing mathematical knowledge usin

he Study51.5Background of the Researcher61.6Plan of the Thesis9Chapter Two: Literature Review112.1Introduction112.2Professional Development112.2.1Peer

Constructing mathematical knowledge usin

Coaching13

CONSTRUCTING MATHEMATICAL KNOWLEDGE USING MULTIPLEREPRESENTATIONS: A CASE STUDY OF A GRADE ONE TEACHERbyLimin JaoA thesis submitted 111 conformity wit

CONSTRUCTING MATHEMATICAL KNOWLEDGE USING MULTIPLEREPRESENTATIONS: A CASE STUDY OF A GRADE ONE TEACHERbyLimin JaoA thesis submitted 111 conformity wit

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