Didactical variability in teacher education.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F11%3A10108154" target="_blank" >RIV/00216208:11410/11:10108154 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Didactical variability in teacher education.

Popis výsledku v původním jazyce

Some school students can use taught knowledge in new contexts, while others although familiar with the taught algorithms are not able to apply their knowledge in new contexts. The main focus of the chapter is consideration of these inter-personal differences as an effect of the teachers' didactical variability in the domain of word problems. Students of teachers with weak didactical variability in the domain of word problems are strong in standard problems, while those of teachers with advanced didactical variability may be weaker in them but better performing when solving non-standard, non-algorithmic problems. The crucial question is how to increase teachers' didactical variability.

Název v anglickém jazyce

Didactical variability in teacher education.

Popis výsledku anglicky

Some school students can use taught knowledge in new contexts, while others although familiar with the taught algorithms are not able to apply their knowledge in new contexts. The main focus of the chapter is consideration of these inter-personal differences as an effect of the teachers' didactical variability in the domain of word problems. Students of teachers with weak didactical variability in the domain of word problems are strong in standard problems, while those of teachers with advanced didactical variability may be weaker in them but better performing when solving non-standard, non-algorithmic problems. The crucial question is how to increase teachers' didactical variability.

Druh

C - Kapitola v odborné knize

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2011

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Constructing Knowledge for Teaching Secondary Mathematics Tasks to enhance prospective and practicing teacher learning

ISBN

978-0-387-09811-1

Počet stran výsledku

14

Strana od-do

103-116

Počet stran knihy

327

Název nakladatele

Springer Science + Business Media

Místo vydání

Berlin ? London ? New York

Kód UT WoS kapitoly

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