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dc.contributor.authorWilliams, Derek
dc.contributor.authorCudd, Michele
dc.contributor.authorHollebrands, Karen
dc.contributor.authorLee, Hollylynne
dc.identifier.citationWilliams, D. A., Cudd, M., Hollebrands, K. F., & Lee, H. (2020). Beginning high school teachers’ organization of students for learning and methods for teaching mathematics. PNA, 15(1), 51-68.en_US
dc.description.abstractWe observed eight beginning secondary mathematics teachers’ classrooms to investigate which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn collaboratively – either in small groups or as a whole class – coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.en_US
dc.publisherEditorial de la Universidad de Granadaen_US
dc.subjectopportunity to learnen_US
dc.subjectorganizing students for learningen_US
dc.subjectteaching practicesen_US
dc.titleBeginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematicsen_US
mus.citation.journaltitlePNA. Revista de Investigación en Didáctica de la Matemáticaen_US
mus.relation.collegeCollege of Letters & Scienceen_US
mus.relation.departmentMathematical Sciences.en_US
mus.relation.universityMontana State University - Bozemanen_US

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