P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 18, Issue 1, 2025October 10, 2025 PDT
Challenges of Linking Levels of Classroom and Professional Development When Qualifying Facilitators
Challenges of Linking Levels of Classroom and Professional Development When Qualifying Facilitators
novice facilitatorsteacher professional developmentfacilitator preparationthree-tetrahedron modelexpertise model
Articles in Vol. 18, Issue 1, 2025
Vol. 18, Issue 1, 2025
- Table of ContentsJournal of Mathematics Education
- Introduction to the Special Issue: Mathematics Teachers’ Professional Knowledge and CompetenciesVesife Hatisaru
- Amplifying Mathematics Learning Through Teacher Discourse Moves: Investigating Teachers' Personal Practical Knowledge Within an Entrepreneurial Design ProjectsMargaret L. BordenRobin Keturah AndersonAshley K. LoftisErin E. KrupaMichael Belcher
- Landscape Review: State of Professional Learning for Mathematics Teacher EducatorsMiriam GatesDavid Earls
- A Growth Storyline for Centering Children’s Mathematical Thinking: A Grade 5 CaseAmy DunningVictoria R. Jacobs
- Challenges of Linking Levels of Classroom and Professional Development When Qualifying FacilitatorsThomas BardyBärbel BarzelLars Holzäpfel
- Strategic Competence of Pre-Service Mathematics Teachers in Solving Algebraic Word ProblemsVesife HatisaruSteven RichardsonHelen ChickJohn Sevier
Bardy, T., Barzel, B., & Holzäpfel, L. (2025). Challenges of Linking Levels of Classroom and Professional Development When Qualifying Facilitators. Journal of Mathematics Education, 18(1), 66–83. https://doi.org/10.26711/007577152790182