Book contents
- Frontmatter
- Preface
- Contents
- Part 1 Student Thinking
- Part 2 Cross-Cutting Themes
- 2a Interacting with Students
- 13 Meeting New Teaching Challenges: Teaching Strategies that Mediate Between All Lecture and All Student Discovery
- 14 Examining Interaction Patterns in College-Level Mathematics Classes: A Case Study
- 15 Mathematics as a Constructive Activity: Exploiting Dimensions of Possible Variation
- 16 Supporting High Achievement in Introductory Mathematics Courses: What We Have Learned from 30 Years of the Emerging Scholars Program
- 2b Using Definitions, Examples and Technology
- 17 The Role of Mathematical Definitions in Mathematics and in Undergraduate Mathematics Courses
- 18 Computer-Based Technologies and Plausible Reasoning
- 19 Worked Examples and Concept Example Usage in Understanding Mathematical Concepts and Proofs
- 2c Knowledge, Assumptions, and Problem Solving Behaviors for Teaching
- 20 From Concept Images to Pedagogic Structure for a Mathematical Topic
- 21 Promoting Effective Mathematical Practices in Students: Insights from Problem Solving Research
- 22 When Students Don't Apply the Knowledge You Think They Have, Rethink Your Assumptions about Transfer
- 23 How Do Mathematicians Learn To Teach? Implications from Research on Teachers and Teaching for Graduate Student Professional Development
- About the Editors
This chapter is part of a book that is no longer available to purchase from Cambridge Core
23 - How Do Mathematicians Learn To Teach? Implications from Research on Teachers and Teaching for Graduate Student Professional Development
from Part 2 - Cross-Cutting Themes
Book contents
- Frontmatter
- Preface
- Contents
- Part 1 Student Thinking
- Part 2 Cross-Cutting Themes
- 2a Interacting with Students
- 13 Meeting New Teaching Challenges: Teaching Strategies that Mediate Between All Lecture and All Student Discovery
- 14 Examining Interaction Patterns in College-Level Mathematics Classes: A Case Study
- 15 Mathematics as a Constructive Activity: Exploiting Dimensions of Possible Variation
- 16 Supporting High Achievement in Introductory Mathematics Courses: What We Have Learned from 30 Years of the Emerging Scholars Program
- 2b Using Definitions, Examples and Technology
- 17 The Role of Mathematical Definitions in Mathematics and in Undergraduate Mathematics Courses
- 18 Computer-Based Technologies and Plausible Reasoning
- 19 Worked Examples and Concept Example Usage in Understanding Mathematical Concepts and Proofs
- 2c Knowledge, Assumptions, and Problem Solving Behaviors for Teaching
- 20 From Concept Images to Pedagogic Structure for a Mathematical Topic
- 21 Promoting Effective Mathematical Practices in Students: Insights from Problem Solving Research
- 22 When Students Don't Apply the Knowledge You Think They Have, Rethink Your Assumptions about Transfer
- 23 How Do Mathematicians Learn To Teach? Implications from Research on Teachers and Teaching for Graduate Student Professional Development
- About the Editors
Summary
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- Information
- Making the ConnectionResearch and Teaching in Undergraduate Mathematics Education, pp. 305 - 318Publisher: Mathematical Association of AmericaPrint publication year: 2008
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