英语翻译Across the curriculum teachers are being asked to delve into and make use of students’ thinking.Mathematics is no exception.Mathematics education researchers have gathered consistent evidence of the benefits of attending to students’

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英语翻译Acrossthecurriculumteachersarebeingaskedtodelveintoandmakeuseofstudents’thinking.Mathematicsisno

英语翻译Across the curriculum teachers are being asked to delve into and make use of students’ thinking.Mathematics is no exception.Mathematics education researchers have gathered consistent evidence of the benefits of attending to students’
英语翻译
Across the curriculum teachers are being asked to delve into and make use of students’ thinking.Mathematics is no exception.Mathematics education researchers have gathered consistent evidence of the benefits of attending to students’ thinking (Franke,Kazemi,& Battey,2007;Jacobs,Franke,Carpenter,Levi,& Battey,2007; Sfard & Kieran,2001; Silver & Stein,1996).During the past 20 years,researchers investigating cognitively guided instruction have worked with teachers,sharing research
about the development of students’ mathematical thinking and studying teachers’ use of that information.These researchers have found that teachers readily begin asking
students open-ended questions after the students have solved a problem (e.g.,“How did you solve that problem?”) and can elicit an initial student explanation.Teachers find it more difficult,however,to follow up on student explanations and pursue students’ thinking in ways that support students as they try to detail their strategies
or connect with other students’ strategies (Franke,Fennema,Carpenter,Ansell,& Behrend,1998).Little research-based evidence exists to help teachers make the
transition from asking the initial question to pursuing student thinking.We know little about the details of teacher practice,specifically the kinds of questions a teacher asks when supporting students in making their thinking explicit.

英语翻译Across the curriculum teachers are being asked to delve into and make use of students’ thinking.Mathematics is no exception.Mathematics education researchers have gathered consistent evidence of the benefits of attending to students’
在整个课程教师被要求深入研究和利用学生思维.数学也不例外.数学教育研究人员聚集一致的证据的好处,就读学生的思维（弗兰克,女朋友,和电池,2007；雅可布,弗兰克,木匠,利维,和电池,2007；斯法德和基兰,2001；银和斯坦,1996）.在过去的20年中,研究人员调查认知引导教学工作的教师,共享研究如何培养学生的数学思维和学习的教师信息的使用.这些研究人员发现,教师随时问学生开放式问题后同学们解决了一个问题（如,“你是怎么解决这个问题?“）,能引起学生最初的解释.教师更难找到,然而,跟进学生的解释和追求学生的思维方式,支持学生在他们的策略详细或与其他学生的策略（弗兰克,介绍,木匠,安塞尔,和贝伦德,1998）.很少以研究为基础的证据,帮助教师使过渡从最初的问题追求学生的思维.我们知道一些关于细节的教师实践,具体的各种问题,老师问时,支持学生在他们思想明确.在整个课程教师被要求深入研究和利用学生思维.数学也不例外.数学教育研究人员聚集一致的证据的好处,就读学生的思维（弗兰克,女朋友,和电池,2007；雅可布,弗兰克,木匠,利维,和电池,2007；斯法德和基兰,2001；银和斯坦,1996）.在过去的20年中,研究人员调查认知引导教学工作的教师,共享研究如何培养学生的数学思维和学习的教师信息的使用.这些研究人员发现,教师随时问学生开放式问题后同学们解决了一个问题（如,“你是怎么解决这个问题?“）,能引起学生最初的解释.教师更难找到,然而,跟进学生的解释和追求学生的思维方式,支持学生在他们的策略详细或与其他学生的策略（弗兰克,介绍,木匠,安塞尔,和贝伦德,1998）.很少以研究为基础的证据,帮助教师使过渡从最初的问题追求学生的思维.我们知道一些关于细节的教师实践,具体的各种问题,老师问时,支持学生在使他们的思维清晰.
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在整个课程教师被要求深入研究和利用学生思维。数学也不例外。数学教育研究人员聚集一致的证据的好处，就读学生的思维（弗兰克，女朋友，和电池，2007；雅可布，弗兰克，木匠，利维，和电池，2007；斯法德和基兰，2001；银和斯坦，1996）。在过去的20年中，研究人员调查认知引导教学工作的教师，共享研究如何培养学生的数学思维和学习的教师信息的使用。这些研究人员发现，教师随时问学生开放式问题后同学们解决了一个问题（如，“你是怎么解决这个问题？“），能引起学生最初的解释。教师更难找到，然而，跟进学生的解释和追求学生的思维方式，支持学生在他们的策略详细或与其他学生的策略（弗兰克，介绍，木匠，安塞尔，和贝伦德，1998）。很少以研究为基础的证据，帮助教师使过渡从最初的问题追求学生的思维。我们知道一些关于细节的教师实践，具体的各种问题，老师问时，支持学生在使他们的思维清晰。

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Across the curriculum teachers are being asked to delve into and make use of students’ thinking. Mathematics is no exception. Mathematics education researchers have gathered consistent evidence of the benefits of attending to students’ thinking (Franke, Kazemi, & Battey, 2007;Jacobs, Franke, Carpenter, Levi, & Battey, 2007; Sfard & Kieran, 2001; Silver & Stein, 1996). During the past 20 years, researchers investigating cognitively guided instruction have worked with teachers, sharing research
在整个课程教师被要求深入研究和利用学生思维。数学也不例外。数学教育研究人员聚集一致的证据的好处，就读学生的思维（弗兰克，女朋友，和电池，2007；雅可布，弗兰克，木匠，利维，和电池，2007；斯法德和基兰，2001；银和斯坦，1996）。在过去的20年中，研究人员调查认知引导教学工作的教师，共享研究
about the development of students’ mathematical thinking and studying teachers’ use of that information. These researchers have found that teachers readily begin asking
如何培养学生的数学思维和学习的教师信息的使用。这些研究人员发现，教师随时问
students open-ended questions after the students have solved a problem (e.g., “How did you solve that problem?”) and can elicit an initial student explanation.Teachers find it more difficult, however, to follow up on student explanations and pursue students’ thinking in ways that support students as they try to detail their strategies
学生开放式问题后同学们解决了一个问题（如，“你是怎么解决这个问题？“），能引起学生最初的解释。教师更难找到，然而，跟进学生的解释和追求学生的思维方式，支持学生在他们的策略详细
or connect with other students’ strategies (Franke, Fennema, Carpenter, Ansell, & Behrend, 1998). Little research-based evidence exists to help teachers make the
或与其他学生的策略（弗兰克，介绍，木匠，安塞尔，和贝伦德，1998）。很少以研究为基础的证据，帮助教师使
transition from asking the initial question to pursuing student thinking. We know little about the details of teacher practice, specifically the kinds of questions a teacher asks when supporting students in making their thinking explicit.
过渡从最初的问题追求学生的思维。我们知道一些关于细节的教师实践，具体的各种问题，老师问时，支持学生在使他们的思维清晰。

收起

across the across the across the Across the ``````````````` 英语翻译go across the street这个短语怎么翻译? 英语翻译Unit 2 reaching out across the ocean Travel across the worldTravel across 怎么翻译 Across The Ocean 歌词 across the bridge ride across the across from the across from the the race across monkey across the world across-the-board是什么意思 Across the crowd across the China love Across the world