Formatively assessing prospective teachers' skills in leading mathematics discussions.

Shaughnessy, Meghan; Garcia, Nicole M; O'Neill, Michaela Krug; Selling, Sarah Kate; Willis, Amber T; Wilkes, Charles E; Salazar, Sabrina Bobsin; Ball, Deborah Loewenberg

Shaughnessy, Meghan; Garcia, Nicole M; O'Neill, Michaela Krug; Selling, Sarah Kate; Willis, Amber T; Wilkes, Charles E; Salazar, Sabrina Bobsin; Ball, Deborah Loewenberg.

Afiliação

Shaughnessy M; Wheelock College of Education and Human Development, Boston University, Two Silber Way, Boston, MA 02215 USA.
Garcia NM; University of Michigan, Ann Arbor, MI 48109 USA.
O'Neill MK; University of Michigan, Ann Arbor, MI 48109 USA.
Selling SK; Stanford University, Stanford, CA 94305 USA.
Willis AT; University of Michigan, Ann Arbor, MI 48109 USA.
Wilkes CE; University of Michigan, Ann Arbor, MI 48109 USA.
Salazar SB; Universidade Federal de Pelotas, Pelotas, RS 96010-610 Brazil.
Ball DL; University of Michigan, Ann Arbor, MI 48109 USA.

Educ Stud Math ; 108(3): 451-472, 2021.

Article em En | MEDLINE | ID: mdl-34966189

Palavras-chave

Assessment; Mathematics discussion; Practice-based teacher education; Prospective teachers; Teacher education

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Risk_factors_studies Idioma: En Revista: Educ Stud Math Ano de publicação: 2021 Tipo de documento: Article

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