College mathematics instructor professional development providers: Who are they?
College mathematics instructor professional development providers: Who are they?
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大学数学教师专业发展提供者：他们是谁？
DOI：
10.1111/ssm.12571
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发表时间：
2023
影响因子：
1.1
通讯作者：
Wang, Julie
中科院分区：
文献类型：
--
作者：
Yee, Sean P.;Hauk, Shandy;Gonzalez, Tuto Lopez;Wang, Julie
在过去的十年中，本科数学教育研究发生了显着的增长。研究，开发项目，专业会议和政策文件产生和分享的知识，人们学习成为大学数学教师。中央新的大学教师的有效发展是提供者，人谁支持专业成长的教学活动，如研讨会和讲习班。提供者对于分享研究产生的知识至关重要。很少有人知道谁成为供应商，为什么他们这样做，以及成为一个好的供应商所需的知识。提供者的职位根据各部门的需要而有所不同。直到最近才有提供者专业团体（Wenger等人，2002年）出现。这篇社论提供了深入了解项目，资源，和周围的供应商和供应商在塑造未来的改进本科数学教学的贡献的调查结果。
Over the last decade, significant growth has occurred within undergraduate mathematics education research. Research, development projects, professional conferences, and policy documents have generated and shared knowledge about people learning to be college mathematics instructors. Central to effective development of new college instructors are the Providers, people who support professional growth in teaching in activities such as seminars and workshops. Providers are critical to sharing the knowledge generated by research. Little is known about who becomes a Provider, why they do, and the knowledge needed for being a good Provider. The positions held by Providers vary locally according to departments' needs. Only recently have Provider professional communities (Wenger et al., 2002) emerged. This editorial offers insight into projects, resources, and findings around Providers and the contributions Providers make in shaping future improvements in undergraduate mathematics instruction.