Structural and conceptual interweaving of mathematics methods coursework and field practica. (English)

J. Math. Teach. Educ. 17, No. 3, 271-297 (2014).

1

Examining preservice teacher belief changes in the context of coordinated mathematics methods coursework and classroom experiences. (English)

Sch. Sci. Math. 113, No. 3, 144-155 (2013).

2

Crossing the barriers between preservice and inservice mathematics teacher education: an evaluation of the Grant School professional development program. (English)

Sch. Sci. Math. 109, No. 4, 223-237 (2009).

3

An exploration of the effects of a practicum-based mathematics methods course on the beliefs of elementary preservice teachers. (English)

Int. J. Math. Teach. Learn. 2008, 1-21 (2008).

4

The state of balance between procedural knowledge and conceptual understanding in mathematics teacher education. (English)

Int. J. Math. Teach. Learn. 2008, 1-28 (2008).

5

Teacher developed mathematics performance assessments in the context of reform-based professional development. (English)

Focus Learn. Probl. Math. 30, No. 1, 12-33 (2008).

6

Creating mathematics performance assessments that address multiple student levels. (English)

Aust. Math. Teach. 63, No. 1, 33-40 (2007).

7

Helping children succeed with word problems. (English)

Math. Sch. (Leicester) 35, No. 1, 4-5 (2006).

8

Creating performance assessments in secondary mathematics classrooms. (English)

Math. Sch. (Leicester) 35, No. 5, 4-8 (2006).

9