understanding mathematics teacher study (8 risultati)

Condizione: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. Clean from markings With owner's name inside cover. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,400grams, ISBN:1850002134.

Condizione: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Condizione: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

1st.ed. A tidy copy in tight binding Used - Very Good. VG hardback in VG dustjacket Used - Very Good. VG hardback in VG dustjacket.

Paperback. Condizione: Very Good. Just about fine barring previous owner's name on frontispiece.

Taschenbuch. Condizione: Neu. Beyond Belief: Understanding the mathematics teacher at work | Why Beliefs are not enough to understand the mathematics teacher. A Sociological Study of Mathematics Teaching | Peter Gates | Taschenbuch | 576 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838359755 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Paperback. Condizione: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - In this book, I develop a critical structuralist approach to a study of teachers' belief structures. I demonstrate how we can represent these cognitive structures using sociological tools which I use to study how two mathematics teachers cognitively organise and structure their orientation toward their professional work. I adopt the position that human activity is fundamentally social in character, that social structures are dynamic and relational, yet exhibit a level of stability which results in dispositions gelling into objective structures. I develop a theoretical base, evolving a description of how we might understand (or model) what I call 'the professional orientation' of mathematics teachers. I construct theoretical, conceptual and methodological frameworks to enable me to study some of the underlying relationships between mathematics teacher predispositions and social structure.I draw on Pierre Bourdieu's approach to sociology and in particular draw on the concepts of habitus, discourse and ideology. I begin by socially and politically locating myself before moving on to looking at how we can understand the way modern society operates.