國立高雄大學圖資館 |

登入

回首頁

Teacher noticing of pre-service and in-service secondary mathematics teachersinfluences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher noticing of pre-service and in-service secondary mathematics teachersby Anton Bastian.
其他題名:	influences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /
作者:	Bastian, Anton.
出版者:	Wiesbaden :Springer Fachmedien Wiesbaden :2024.
面頁冊數:	xxiv, 171 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Mathematics teachersTraining of.
電子資源:	https://doi.org/10.1007/978-3-658-45619-1
ISBN:	9783658456191$q(electronic bk.)

Teacher noticing of pre-service and in-service secondary mathematics teachersinfluences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /
Bastian, Anton.

Teacher noticing of pre-service and in-service secondary mathematics teachersinfluences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /[electronic resource] :by Anton Bastian. - Wiesbaden :Springer Fachmedien Wiesbaden :2024. - xxiv, 171 p. :ill., digital ;24 cm. - Perspektiven der Mathematikdidaktik,2522-0802. - Perspektiven der Mathematikdidaktik..

Introduction -- Theoretical Framework and State of the Art -- Methodological Approach -- Publication I -- Publication II -- Publication III -- Discussion of Results and Outlook -- References.

In light of increasing demands on teachers and the need to develop teaching-related competences, this book examines the situation-specific skill of teacher noticing in pre-service and in-service secondary mathematics teachers. A video-based test instrument is used to measure teachers' noticing skills in perception, interpretation, and decision-making from both general and mathematics pedagogical perspectives. The aim is to understand the structure and characteristics of teacher noticing across different groups, as well as the influences of teaching experience and opportunities to learn. Three quantitative studies are conducted: two cross-sectional studies with 457 participants, including master's students, early career teachers, and experienced teachers, and one longitudinal study with 175 master's students. The results support the conceptualization of teacher noticing as comprising three facets. They also reveal positive influences of teaching experience on the development of teacher noticing, with in-service teachers outperforming master's students. However, experienced teachers perform similarly to early career teachers in general and worse in certain areas, suggesting saturation or forgetting effects. The longitudinal study finds that interpretation skills facilitate the development of perception and decision-making, emphasizing the knowledge-based nature of teacher noticing. About the author Anton Bastian is a researcher at the Faculty of Education at the University of Hamburg in the field of mathematics pedagogy.

ISBN: 9783658456191$q(electronic bk.)

Standard No.: 10.1007/978-3-658-45619-1doiSubjects--Topical Terms:

338049
Mathematics teachers
--Training of.

LC Class. No.: QA10.5

Dewey Class. No.: 510.71

Teacher noticing of pre-service and in-service secondary mathematics teachersinfluences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /
LDR:02948nmm a22003495a 4500 001 667851
003 DE-He213
005 20240809130301.0
006 m d
007 cr nn 008maaau
008 250107s2024 gw s 0 eng d
020 $a 9783658456191$q(electronic bk.)
020 $a 9783658456184$q(paper)
024 7 $a 10.1007/978-3-658-45619-1 $2 doi
035 $a 978-3-658-45619-1
040 $a GP $c GP
041 0 $a eng
050 4 $a QA10.5
072 7 $a PB $2 bicssc
072 7 $a MAT000000 $2 bisacsh
072 7 $a PB $2 thema
082 0 4 $a 510.71 $2 23
090 $a QA10.5 $b .B326 2024
100 1 $a Bastian, Anton. $3 980733
245 1 0 $a Teacher noticing of pre-service and in-service secondary mathematics teachers $h [electronic resource] : $b influences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making / $c by Anton Bastian.
260 $a Wiesbaden : $b Springer Fachmedien Wiesbaden : $b Imprint: Springer Spektrum, $c 2024.
300 $a xxiv, 171 p. : $b ill., digital ; $c 24 cm.
347 $a text file $b PDF $2 rda
490 1 $a Perspektiven der Mathematikdidaktik, $x 2522-0802
505 0 $a Introduction -- Theoretical Framework and State of the Art -- Methodological Approach -- Publication I -- Publication II -- Publication III -- Discussion of Results and Outlook -- References.
520 $a In light of increasing demands on teachers and the need to develop teaching-related competences, this book examines the situation-specific skill of teacher noticing in pre-service and in-service secondary mathematics teachers. A video-based test instrument is used to measure teachers' noticing skills in perception, interpretation, and decision-making from both general and mathematics pedagogical perspectives. The aim is to understand the structure and characteristics of teacher noticing across different groups, as well as the influences of teaching experience and opportunities to learn. Three quantitative studies are conducted: two cross-sectional studies with 457 participants, including master's students, early career teachers, and experienced teachers, and one longitudinal study with 175 master's students. The results support the conceptualization of teacher noticing as comprising three facets. They also reveal positive influences of teaching experience on the development of teacher noticing, with in-service teachers outperforming master's students. However, experienced teachers perform similarly to early career teachers in general and worse in certain areas, suggesting saturation or forgetting effects. The longitudinal study finds that interpretation skills facilitate the development of perception and decision-making, emphasizing the knowledge-based nature of teacher noticing. About the author Anton Bastian is a researcher at the Faculty of Education at the University of Hamburg in the field of mathematics pedagogy.
650 0 $a Mathematics teachers $x Training of. $3 338049
650 1 4 $a Mathematics. $3 184409
650 2 4 $a Education. $3 177995
650 2 4 $a Teaching and Teacher Education. $3 338703
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Perspektiven der Mathematikdidaktik. $3 674969
856 4 0 $u https://doi.org/10.1007/978-3-658-45619-1
950 $a Education (SpringerNature-41171)