Result **1** to **20** of **69** total

Policy and the standards debate: mapping changes in assessment in mathematics. (English)

Res. Math. Educ. 18, No. 2, 182-199 (2016).

1

The researcher in the wider community. (English)

Hodgson, Bernard R. (ed.) et al., The didactics of mathematics: approaches and issues. A homage to Michèle Artigue. Cham: Springer (ISBN 978-3-319-26046-4/hbk; 978-3-319-26047-1/ebook). 219-237 (2016).

2

Operationalising Wenger’s communities of practice theory for use in multilingual mathematics teacher education contexts. (English)

Halai, Anjum (ed.) et al., Teaching and learning mathematics in multilingual classrooms. Issues for policy, practice and teacher education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk; 978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 173-193 (2016).

3

A critical discourse analysis of practical problems in a foundation mathematics course at a South African university. (English)

Educ. Stud. Math. 91, No. 2, 227-246 (2016).

4

Turning mathematical knowledge for teaching social. (English)

Gates, Peter (ed.) et al., Shifts in the field of mathematics education. Stephen Lerman and the turn to the social. Singapore: Springer (ISBN 978-981-287-178-7/hbk; 978-981-287-179-4/ebook). 139-150 (2015).

5

A framework for describing mathematics discourse in instruction and interpreting differences in teaching. (English)

Afr. J. Res. Math. Sci. Technol. Educ. 19, No. 3, 237-254 (2015).

6

Revisiting school mathematics: a key opportunity for learning mathematics-for-teaching. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 263-270 (2014).

7

Trajectory into mathematics teaching via an alternate route: a survey of graduates from mathematics enhancement courses. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 175-182 (2014).

8

Teachers’ mathematical discourse in instruction. Focus on examples and explanations. (English)

Venkat, Hamsa (ed.) et al., Exploring mathematics and science teachers’ knowledge. Windows into teacher thinking. London: Routledge (ISBN 978-0-415-71387-0/hbk; 978-1-315-88309-0/ebook). 132-146 (2014).

9

An analytic framework for describing teachers’ mathematics discourse in instruction. (English)

Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 9-16 (2014).

10

Sociological tools in the study of knowledge and practice in mathematics teacher education. (English)

Educ. Stud. Math. 87, No. 2, 203-219 (2014).

11

Mathematics for teaching and deep subject knowledge: voices of mathematics enhancement course students in England. (English)

J. Math. Teach. Educ. 17, No. 2, 129-148 (2014).

12

Troubling “understanding mathematics in-depth”: its role in the identity work of student-teachers in England. (English)

Educ. Stud. Math. 84, No. 1, 35-48 (2013).

13

The interdependence of power and mathematics in opportunities to learn: a response to Marta Civil. (English)

Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 1. Taipei: National Taiwan Normal University. 61-64 (2012).

14

Talking and looking structurally and operationally as ways of acting in a socio-political mathematical practice. (English)

Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 3. Taipei: National Taiwan Normal University. 51-58 (2012).

15

Professional knowledge matters in mathematics teaching. (English)

Bhatia, Rajendra (ed.) et al., Proceedings of the international congress of mathematicians (ICM 2010), Hyderabad, India, August 19‒27, 2010. Vol. IV: Invited lectures. Hackensack, NJ: World Scientific; New Delhi: Hindustan Book Agency (ISBN 978-981-4324-34-2/hbk; 978-81-85931-08-3/hbk; 978-981-4324-31-1/set; 978-981-4324-35-9/ebook). 3213-3229 (2011).

16

Modelling teaching in mathematics teacher education and the constitution of mathematics for teaching. (English)

Rowland, Tim (ed.) et al., Mathematical knowledge in teaching. Berlin: Springer (ISBN 978-90-481-9765-1/hbk; 978-90-481-9766-8/ebook). Mathematics Education Library 50, 139-160 (2011).

17

Interpretations of, and orientations to, “understanding mathematics in depth": students in MEC programmes across institutions. (English)

Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 29, No. 3. Proceedings of the day conference held at the Loughborough University, UK, November 14, 2009. London: British Society for Research into Learning Mathematics (BSRLM). 1-6 (2009).

18

The poster session: A tool for education, assessment, and recruitment. (English)

Math. Comput. Educ. 43, No. 2, 141-150 (2009).

19

Public writing in the field of mathematics teacher education. (English)

Even, Ruhama (ed.) et al., The professional education and development of teachers of mathematics. The 15th ICMI Study. New York, NY: Springer (ISBN 978-0-387-09600-1/hbk; 978-0-387-09601-8/ebook). New ICMI Study Series 11, 249-254 (2009).

20

Result **1** to **20** of **69** total