Martínez-Pinna, Jorge: El nacimiento de la república romana (ca. 509-486 a. C.) (Colección Libera res publica 3), Sevilla-Zaragoza: Editorial Universidad de Sevilla / Prensas de la Universidad de Zaragoza, 2020, 476 pp. [ISBN 978-84-1340-177-5]
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Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
Barber, M., & Mourshed, M. (2008). Kak dobit’syastabil’no vysokogokachestva obucheniya v shkolakh: Uroki analiza luchshikh sistemshkol’nogo obrazovaniya mira [Consistently high performance: Lessons from the world’s top performing school systems]. Educational Studies, 3, 7–60. Retrieved from https://vo.hse.ru/data/2010/12/31/1208181144/1.pdf
Chapman, O. (2013). Investigating teachers’ knowledge for teaching mathematics. Journal of Mathematics Teacher Education, 16(4), 237–243. https://doi.org/10.1007/s10857-013-9247-2
Charalambous, C. Y. (2016). Investigating the knowledge needed for teaching mathematics: An exploratory validation study focusing on teaching practices. Journal of Teacher Education, 67(3), 220–237. https://doi.org/10.1177/0022487116634168
Cheng, E. C. K. (2019). Successful transposition of lesson study: A knowledge management perspective. Singapore: Springer. https://doi.org/10.1007/978-981-13-2472-7
Döhrmann, M., Kaiser, G., & Blömeke, S. (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM, 44(3), 325–340. https://doi.org/10.1007/s11858-012-0432-z
Fung, D., Kutnick, P., Mok, I., Leung, F., Pok-Yee Lee, B., Mai, Y. Y., & Tyler, M. T. (2017). Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study. International Journal of Educational Research, 81, 119–130. https://doi.org/10.1016/j.ijer.2016.11.003
Halimah, Subanji, & Septi Nur Afifah, D. (2019). Student’s cognitive conflict form problem solving on mathematics. Journal of Physics: Conference Series, 1339, 012127. https://doi.org/10.1088/1742-6596/1339/1/012127
Howell, H., Stone, E., & Kane, M. (2019). Future directions in the measurement of mathematics teachers’ competencies. In J. Bostic, E.
Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge (pp. 230–252). https://doi.org/10.4324/9780429486197-10
Huber, S. G., & Skedsmo, G. (2016). Teacher evaluation—Accountability and improving teaching practices. Educational Assessment, Evaluation and Accountability, 28(2), 105–109. https://doi.org/10.1007/s11092-016-9241-1
Jones, I., & Inglis, M. (2015). The problem of assessing problem solving: Can comparative judgement help? Educational Studies in Mathematics, 89(3), 337–355. https://doi.org/10.1007/s10649-015-9607-1
Kalyar, M. N., Ahmad, B., & Kalyar, H. (2018). Does teacher motivation lead to student motivation? The mediating role of teaching behavior. Educational Studies, 3, 91–119. Retrieved from https://vo.hse.ru/en/2018--3/223957803.html
Kardanova, E., & Ponomareva, A. (2014). Issledovaniye ubezhdeniy I predstavleniy uchiteley matematiki ob obuchenii matematike v osnovnoy shkole [Comparative study on mathematics teachers’ beliefs and practices in secondary school]. Education Quality in Eurasia, 2, 115–130. Retrieved from http://eaoko.org/upload/journal/No2/115-130.pdf
Kennedy, D., Hyland, Á., & Ryan, N. (2009). Learning outcomes and competencies. Using Learning Outcomes: Best of the Bologna Handbook, 33, 59–76.
Kozyrev, V. A., Radionova, N. F., Tryapitsyna, A. P., Batrakova, I. S., Barabova, I. V., Smorgunova, V. Y., … V, S. (2005). Competence-based approach in teacher education. Saint Petersburg, Russia: Herzen State Pedagogical University of Russia.
Learning mathematics for teaching. (2007). In Survey of teachers of mathematics: Form LMT PR-2007. Ann Arbor, MI: University of Michigan.
Meuwissen, K. W., & Choppin, J. M. (2015). Preservice teachers’ adaptations to tensions associated with the edTPA during its early implementation in New York and Washington states. Education Policy Analysis Archives, 23, 103. https://doi.org/10.14507/epaa.v23.2078
Mohamadi, Z., & Malekshahi, N. (2018). Designing and validating a potential formative evaluation inventory for teacher competences. Language Testing in Asia, 8(1), 6. https://doi.org/10.1186/s40468-018-0059-2
Mokh, R. A., Othman, A., & Shahbari, J. A. (2019). Mistakes made by students with logical connectives when solving equations and inequalities, and how teachers assess these mistakes. International Journal of Research in Education and Science, 5(2), 421–428.
Orrill, C., & Cohen, A. (2016). Why Defining the Construct Matters: An Examination of Teacher Knowledge Using Different Lenses on
One Assessment. The Mathematics Enthusiast, 13(1), 93–110. Retrieved from https://scholarworks.umt.edu/tme/vol13/iss1/7
Poh, B. L. G., Muthoosamy, K., Lai, C. C., & Hoe, G. B. (2015). A marking scheme rubric: To assess students’ mathematical knowledge for applied algebra test. Asian Social Science, 11(24), p18. https://doi.org/10.5539/ass.v11n24p18
Prabawati, M., Herman, T., & Turmudi. (2019). Mathematical literacy skills students of the junior high school in term of gender differences. Journal of Physics: Conference Series, 1315, 012084. https://doi.org/10.1088/1742-6596/1315/1/012084
Raven, J. (2002). Competence in modern society: Identification, development and implementation. Moscow: Kogito-Center.
Rollnick, M., & Mavhunga, E. (2016). The place of subject matter knowledge in teacher education. In J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education (pp. 423–452). https://doi.org/10.1007/978-981-10-0366-0_11
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Silverman, J., & Thompson, P. W. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11(6), 499–511. https://doi.org/10.1007/s10857-008-9089-5
Smoleusova, T. V. (2015). Methodical readiness of teachers to introduce innovations in the classroom, the relevant requirements of the federal state educational standard. Novosibirsk State Pedagogical University Bulletin, 5(4), 27–36. https://doi.org/10.15293/2226-3365.1504.03
Strizek, G. A., Tourkin, S., Erberber, E., & Gonzales, P. (2014). Teaching and learning international survey (TALIS) 2013: U.S. Technical Report [Technical Report (NCES 2015-010).]. Retrieved from U.S. Department of Education website: https://nces.ed.gov/pubs2015/2015010.pdf.
Temnyatkina, O., & Tokmeninova, D. (2018). Modern approaches to teacher performance assessment. An overview of foreign publications. Educational Studies, 3, 180–195. https://doi.org/10.17323/1814-9545-2018-3-180-195
Timerbaeva, N. V., Fazleeva, E. I., & Shakirova, K. B. (2019). The role of the subject “mathematics” content in the learning motivation. Journal of Computational and Theoretical Nanoscience, 16(12), 5243–5247. https://doi.org/10.1166/jctn.2019.8594
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Barber, M., & Mourshed, M. (2008). Kak dobit’syastabil’no vysokogokachestva obucheniya v shkolakh: Uroki analiza luchshikh sistemshkol’nogo obrazovaniya mira [Consistently high performance: Lessons from the world’s top performing school systems]. Educational Studies, 3, 7–60. Retrieved from https://vo.hse.ru/data/2010/12/31/1208181144/1.pdf
Chapman, O. (2013). Investigating teachers’ knowledge for teaching mathematics. Journal of Mathematics Teacher Education, 16(4), 237–243. https://doi.org/10.1007/s10857-013-9247-2
Charalambous, C. Y. (2016). Investigating the knowledge needed for teaching mathematics: An exploratory validation study focusing on teaching practices. Journal of Teacher Education, 67(3), 220–237. https://doi.org/10.1177/0022487116634168
Cheng, E. C. K. (2019). Successful transposition of lesson study: A knowledge management perspective. Singapore: Springer. https://doi.org/10.1007/978-981-13-2472-7
Döhrmann, M., Kaiser, G., & Blömeke, S. (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM, 44(3), 325–340. https://doi.org/10.1007/s11858-012-0432-z
Fung, D., Kutnick, P., Mok, I., Leung, F., Pok-Yee Lee, B., Mai, Y. Y., & Tyler, M. T. (2017). Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study. International Journal of Educational Research, 81, 119–130. https://doi.org/10.1016/j.ijer.2016.11.003
Halimah, Subanji, & Septi Nur Afifah, D. (2019). Student’s cognitive conflict form problem solving on mathematics. Journal of Physics: Conference Series, 1339, 012127. https://doi.org/10.1088/1742-6596/1339/1/012127
Howell, H., Stone, E., & Kane, M. (2019). Future directions in the measurement of mathematics teachers’ competencies. In J. Bostic, E.
Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge (pp. 230–252). https://doi.org/10.4324/9780429486197-10
Huber, S. G., & Skedsmo, G. (2016). Teacher evaluation—Accountability and improving teaching practices. Educational Assessment, Evaluation and Accountability, 28(2), 105–109. https://doi.org/10.1007/s11092-016-9241-1
Jones, I., & Inglis, M. (2015). The problem of assessing problem solving: Can comparative judgement help? Educational Studies in Mathematics, 89(3), 337–355. https://doi.org/10.1007/s10649-015-9607-1
Kalyar, M. N., Ahmad, B., & Kalyar, H. (2018). Does teacher motivation lead to student motivation? The mediating role of teaching behavior. Educational Studies, 3, 91–119. Retrieved from https://vo.hse.ru/en/2018--3/223957803.html
Kardanova, E., & Ponomareva, A. (2014). Issledovaniye ubezhdeniy I predstavleniy uchiteley matematiki ob obuchenii matematike v osnovnoy shkole [Comparative study on mathematics teachers’ beliefs and practices in secondary school]. Education Quality in Eurasia, 2, 115–130. Retrieved from http://eaoko.org/upload/journal/No2/115-130.pdf
Kennedy, D., Hyland, Á., & Ryan, N. (2009). Learning outcomes and competencies. Using Learning Outcomes: Best of the Bologna Handbook, 33, 59–76.
Kozyrev, V. A., Radionova, N. F., Tryapitsyna, A. P., Batrakova, I. S., Barabova, I. V., Smorgunova, V. Y., … V, S. (2005). Competence-based approach in teacher education. Saint Petersburg, Russia: Herzen State Pedagogical University of Russia.
Learning mathematics for teaching. (2007). In Survey of teachers of mathematics: Form LMT PR-2007. Ann Arbor, MI: University of Michigan.
Meuwissen, K. W., & Choppin, J. M. (2015). Preservice teachers’ adaptations to tensions associated with the edTPA during its early implementation in New York and Washington states. Education Policy Analysis Archives, 23, 103. https://doi.org/10.14507/epaa.v23.2078
Mohamadi, Z., & Malekshahi, N. (2018). Designing and validating a potential formative evaluation inventory for teacher competences. Language Testing in Asia, 8(1), 6. https://doi.org/10.1186/s40468-018-0059-2
Mokh, R. A., Othman, A., & Shahbari, J. A. (2019). Mistakes made by students with logical connectives when solving equations and inequalities, and how teachers assess these mistakes. International Journal of Research in Education and Science, 5(2), 421–428.
Orrill, C., & Cohen, A. (2016). Why Defining the Construct Matters: An Examination of Teacher Knowledge Using Different Lenses on
One Assessment. The Mathematics Enthusiast, 13(1), 93–110. Retrieved from https://scholarworks.umt.edu/tme/vol13/iss1/7
Poh, B. L. G., Muthoosamy, K., Lai, C. C., & Hoe, G. B. (2015). A marking scheme rubric: To assess students’ mathematical knowledge for applied algebra test. Asian Social Science, 11(24), p18. https://doi.org/10.5539/ass.v11n24p18
Prabawati, M., Herman, T., & Turmudi. (2019). Mathematical literacy skills students of the junior high school in term of gender differences. Journal of Physics: Conference Series, 1315, 012084. https://doi.org/10.1088/1742-6596/1315/1/012084
Raven, J. (2002). Competence in modern society: Identification, development and implementation. Moscow: Kogito-Center.
Rollnick, M., & Mavhunga, E. (2016). The place of subject matter knowledge in teacher education. In J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education (pp. 423–452). https://doi.org/10.1007/978-981-10-0366-0_11
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Silverman, J., & Thompson, P. W. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11(6), 499–511. https://doi.org/10.1007/s10857-008-9089-5
Smoleusova, T. V. (2015). Methodical readiness of teachers to introduce innovations in the classroom, the relevant requirements of the federal state educational standard. Novosibirsk State Pedagogical University Bulletin, 5(4), 27–36. https://doi.org/10.15293/2226-3365.1504.03
Strizek, G. A., Tourkin, S., Erberber, E., & Gonzales, P. (2014). Teaching and learning international survey (TALIS) 2013: U.S. Technical Report [Technical Report (NCES 2015-010).]. Retrieved from U.S. Department of Education website: https://nces.ed.gov/pubs2015/2015010.pdf.
Temnyatkina, O., & Tokmeninova, D. (2018). Modern approaches to teacher performance assessment. An overview of foreign publications. Educational Studies, 3, 180–195. https://doi.org/10.17323/1814-9545-2018-3-180-195
Timerbaeva, N. V., Fazleeva, E. I., & Shakirova, K. B. (2019). The role of the subject “mathematics” content in the learning motivation. Journal of Computational and Theoretical Nanoscience, 16(12), 5243–5247. https://doi.org/10.1166/jctn.2019.8594
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Martínez-Pinna, Jorge: El nacimiento de la república romana (ca. 509-486 a. C.) (Colección Libera res publica 3), Sevilla-Zaragoza: Editorial Universidad de Sevilla / Prensas de la Universidad de Zaragoza, 2020, 476 pp. [ISBN 978-84-1340-177-5]. (2021). Studia Historica. Historia Antigua, 39, 489-492. https://revistas.usal.es/uno/index.php/0213-2052/article/view/26878
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