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Author: Angel Ruiz

emphasis on real contexts was added This was synonymous with “mathematics for life,” something that everyone would agree on. The reformers felt it necessary to design an “image” of the curriculum that would allow its proper “marketing.” Working with real contexts, however, did not obey only to a political

living in poverty and was labelled a “failing” school in 2011 because its standardised mathematics test scores fell in the bottom 5% of schools across the state. When schools fail by measure of test scores, both academic and public discourse about such failure can generate a view of the professionals who

are dialogically developed in the interface between their intimate terrain and the practices and discourses to which they are exposed in the present. On this basis, we conceptualize a teacher’s professional identity as “a set of self-understandings related to ways of being, living, and projecting into

Author: Bülent Avcı

use and salience of extrinsic motivators” ( Kohn, 1992 , p. 221)—promoted a sense of community, and encouraged students to take ownership of their learning. Day 2 We began the second day by briefly reviewing our activities the day before. We then spent an hour on whole-class discussion and

In: Critical Mathematics Education
4 Technology as a Curricular Instrument
Author: Angel Ruiz

the curriculum “problem-solving” is used as this pedagogical model but also as a higher-order capability. Real Contexts To the “problem-solving,” an emphasis on real contexts was added This was synonymous with “mathematics for life,” something that everyone would agree on. The reformers felt

In: International Handbook of Mathematics Teacher Education: Volume 2
15 Organising Schools for Teacher and Leader Learning

at Hilltop Elementary School. Hilltop serves a high percentage of students living in poverty and was labelled a “failing” school in 2011 because its standardised mathematics test scores fell in the bottom 5% of schools across the state. When schools fail by measure of test scores, both academic and

In: International Handbook of Mathematics Teacher Education: Volume 3
14 Practising Mathematics Teachers and Teacher-Education Initiatives

from the teacher-education initiatives in personally meaningful forms that are in agreement with past life experiences and with future possibilities ( Skinner et al., 2001 ). Therefore, the process of orchestrating and arranging discourses and voices is not predetermined. On the contrary, it is a

In: International Handbook of Mathematics Teacher Education: Volume 3
Chapter 7 Mathematics Teacher Educators’ Learning through Self-Based Methodologies

her practice. Her goal was to improve her practice and to develop her knowledge and understanding of pedagogy in teacher education by living her values more fully in her practice. She became aware of a contradiction between her practice and beliefs that prompted her to question why she did not always

In: International Handbook of Mathematics Teacher Education: Volume 4

ways toward a Deweyian-like goal of nurturing mutual dispositions and abilities for purposes of generous and generative living: “generous, in being sensitive to others, and generative in being in love with life and a desire to learn and grow” ( Leafgren, 2009 , p. 243). A Flower Desires to Be Given

In: STEM of Desire

ways toward a Deweyian-like goal of nurturing mutual dispositions and abilities for purposes of generous and generative living: “generous, in being sensitive to others, and generative in being in love with life and a desire to learn and grow” ( Leafgren, 2009 , p. 243). A Flower Desires to Be Given

In: STEM of Desire