Danhua Wang Abstract Reflective practice is a special learning process in which past experiences are carefully evaluated in relation to relevant theories. But its distinct qualities are yet to be defined, making it harder to measure its effect. Moreover, the… Read More ›
TIGs
Teacher Educator, Go Measure Thyself: Self-Reflection and Judgement of the Teachers of Teachers
Christopher Andrew Spencer Abstract In offering a reflection on my original 2008 study, “Teacher educator, go educate thyself: who teaches the teachers of teachers? Establishing a Model of Professional Formation for Teacher Educators in Further Education Colleges, I offer a… Read More ›
Different Understandings of the Relationship Between Teacher Education and Professional Practice
Lisbeth Lunde Frederiksen, Jens H Lund, Mette Beck Abstract In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching,… Read More ›
The Relationship Between Science Teachers’ Career Expectations and Different Professional Development Experiences
Peer Schrøder Daugbjerg Abstract The relation between teachers’ experience, foreground and the intentions of professional development programs (PDP) has been investigated in a Danish case, where a balance between top-down and bottom-up processes intended to integrate local and individual perspectives… Read More ›
CWF in Blog: Challenging Weekends in Family Around Mathematics
Sofia Ramos, Lina Fonseca Abstract Family and school should provide children with necessarily different, but connected, learning environments. The effective relationship between these educational instances promotes school success and the quality of this relationship is particularly important when referring to… Read More ›
The Inverse Relation Between the Size and the Number of Parts
Ema Mamede, Isabel Vasconcelos Abstract This study analyzes children’s understanding of the inverse relationship between size and number of parts when fractions and division situations are involved. A survey by questionnaire was conducted with 42 Portuguese fourth-graders trying to address… Read More ›
The Symmetry Concept of the Basic Education Teachers
Cláudia Maia-Lima, Angela Couto Abstract The curricular changes that have occurred with the Mathematics syllabus of 2007 and 2013 showed, among other situations, the introduction of new contents and the conceptual change of symmetry. For the teachers, these changes require scientific updates… Read More ›
Math Trails: Meaningful Mathematics Outside the Classroom With Pre-Service Teachers
Ana Barbosa, Isabel Vale Abstract This paper presents a study about the potential of the construction of math trails as a non-formal context in the teaching and learning of mathematics. This research is of qualitative nature and was developed with… Read More ›
ETEN Journal 