Result 1 to 20 of 21 total
Methodological contributions to video-based studies of classroom teaching and learning: a commentary. (English)
ZDM, Math. Educ. 48, No. 1-2, 213-218 (2016).
1
Facilitating video-based professional development: planning and orchestrating productive discussions. (English)
Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk; 978-3-319-04993-9/ebook). Advances in Mathematics Education, 259-281 (2014).
2
Examining novice teacher leaders’ facilitation of mathematics professional development. (English)
J. Math. Behav. 33, 149-167 (2014).
3
Mathematics professional development: critical features for developing leadership skills and building teachers’ capacity. (English)
Math. Teach. Educ. Dev. 13, No. 1, 115-136 (2011).
4
Using video representations of teaching in practice-based professional development programs. (English)
ZDM, Int. J. Math. Educ. 43, No. 1, 175-187 (2011).
5
Professional development to support students’ algebraic reasoning: an example from the problem-solving cycle model. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 429-452 (2011).
6
Teachers’ decision making: from Alan J. Bishop to today. (English)
Clarkson, Philip (ed.) et al., Critical issues in mathematics education. Major contributions of Alan Bishop. New York, NY: Springer (ISBN 978-0-387-09672-8/hbk). 37-70 (2008).
7
The problem-dolving cycle: A model to support the development of teachers’ professional knowledge. (English)
Math. Think. Learn. 9, No. 3, 271-300 (2007).
8
Preparing teachers to foster algebraic thinking. (English. German summary)
ZDM, Zentralbl. Didakt. Math. 37, No. 1, 43-52 (2005).
9
Establishing a professional learning community among middle school mathematics teachers. (English)
Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part II, 223-230 (2004).
10
Teaching and learning. (English)
Lester, Frank K. et al., Proceedings of the NCTM Research Catalyst Conference. National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-562-6). 163-169 (2004).
11
A conceptual framework for learning to teach secondary mathematics: A situative perspective. (English)
Educ. Stud. Math. 56, No. 1, 67-96 (2004).
12
The roles of the cooperating teacher and university supervisor in learning to teach. (English)
Teach. Teach. Educ. 11, No. 5, 501-18 (1995).
13
ME 1993g.00500 Eisenhart, M.;
Borko, H. (Colorado Univ., Boulder (United States));
Underhill, R.;
Brown, C.;
Agard, P. (Virginia Polytechnic Inst.and State Univ., Blacksburg, VA (United States));
Jones, D. (Kentucky Univ., Lexington (United States))
Conceptual knowledge falls through the cracks: complexities of learning to teach mathematics for understanding. Begriffliches Wissen faellt durch die Maschen: Verflechtungen beim Lernen des Unterrichtens von Mathematik, so dass Verstaendnis entsteht. (English)
J. Res. Math. Educ. (Jan 1993) v. 24(1) p. 8-40. CODEN: JRMEDN [ISSN 0021-8251]
14
Learning to teach hard mathematics: do novice teachers and their instructors give up too easily. Wie man lernt, auch schwere Inhalte der Mathematik zu unterrichten: geben Junglehrer und ihre Ausbilder zu leicht auf. (English)
J. Res. Math. Educ. (May 1992) v. 23(3) p. 194-222. CODEN: JRMEDN [ISSN 0021-8251]
15
High school mathematics review lessons: expert-novice distinctions. Wiederholungsstunden im Mathematikunterricht der Sekundarstufe: Unterschiede zwischen Experten und Novizen. (English)
J. Res. Math. Educ. (Nov 1990) v. 21(5) p. 372-387. CODEN: JRMEDN [ISSN 0021-8251]
16
Cognition and improvisation: differences in mathematics instruction by expert and novice teachers. Kognition und Improvisation: Unterschiede im Mathematikunterricht von erfahrenen und jungen Lehrern. (English)
Am. Educ. Res. J. (Win 1989) v. 26(4) p. 473-498. CODEN: AECJAX [ISSN 0002-8312]
17
Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers. Kognition und Improvisation: Unterschiede im Mathematikunterricht zwischen erfahrenen Lehrern und Junglehrern. (English)
Am. Educ. Res. J. (Win 1989) v. 26(4) p. 473-98. CODEN: AECJAX [ISSN 0002-8312]
18
Exploring and Supporting Teacher Change: Two Third-Grade Teachers’ Experiences in a Mathematics and Literacy Staff Development Project. (English)
Elem. Sch. J. 100, No. 4, 273-306 (2000).
19
Hands-On Pedagogy Versus Hands-Off Accountability: Tensions Between Competing Commitments for Exemplary Math Teachers in Kentucky. (English)
Phi Delta Kappan 80, No. 5, 394-400 (1999).
20
Result 1 to 20 of 21 total
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