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Teachers and students in the Nordic and Baltic countries more commonly use mathematics textbooks than elsewhere. Thus, studies on textbooks are highly important in order to find ways to improve the quality of mathematics textbooks. The network for research on mathematics textbooks in the Nordic and Baltic countries has produced a number of such studies and several of them are reported in this book. The conclusions of the studies are of value for teachers, policy makers, curriculum creators, teacher educators, student teachers and for improving of the learning of mathematics at all levels of study. The authors are well-established researchers and academic teachers and well acquainted with mathematics teaching in school. Their work and reports build on both empirical experiences and scientific studies. What they present clearly shows that there is a great potential to improve mathematics textbooks and thus ease the learning of mathematics for pupils.
Findings suggest that teachers' decisions to use textbooks in mathematics are influenced by external factors, the teachers' perceived educational value of textbooks and, the teachers' personal confidence and competence to teach mathematics.
Teachers use them daily to plan and deliver lessons; students work exercises in them and carry them home, conveying to parents the activity of the mathematics classroom. In 2001-2002, K-12 school districts spent more than $4 billion on textbooks (Education Market Research, 2002), making it one of the largest school expenditures, with the exception of teacher salaries.
As part of his research, Taylor studied elementary students' understanding of mathematics in a lower-income African-American community.
teachers use maths textbooks as the basis for their teaching compared to 70% in Singapore and 95% ... We have known for some time that school mathematics textbooks are one element of the English mathematics 'problem'.
textbooks and the factors that influence their decision to use them in mathematics lessons.