Result **1** to **20** of **24** total

Reconsidering the contribution of teacher knowledge to student learning: linear or curvilinear effects? (English)

Teach. Teach. Educ. 57, 125-138 (2016).

1

Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: a multiple-case study. (English)

J. Math. Teach. Educ. 18, No. 5, 427-445 (2015).

2

The impact of school policy and stakeholders’ actions on student learning: a longitudinal study. (English)

Learn. Instr. 36, 113-124 (2015).

3

Examining the task and knowledge demands needed to teach with representations. (English)

J. Math. Teach. Educ. 17, No. 1, 37-60 (2014).

4

Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take? (English)

J. Math. Teach. Educ. 14, No. 6, 441-463 (2011).

5

ME 2011b.00141 Hill, Heather C.;

Loewenberg Ball, Deborah;

Bass, Hyman;

Blunk, Merrie;

Brach, Katie;

Charalambous, Charalambos Y.;

Cole, Yaa;

Dean, Carolyn;

Delaney, Seán;

Eskelson, Sam;

Goffney, Imani Masters;

Lewis, Jennifer M.;

Phelps, Geoffrey;

Sleep, Laurie;

Thames, Marc;

Zopf, Deborah
Measuring the mathematical quality of instruction. (English)

J. Math. Teach. Educ. 14, No. 1, 25-47 (2011).

6

A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. (English)

Math. Think. Learn. 12, No. 2, 117-151 (2010).

7

Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. (English)

Educ. Stud. Math. 75, No. 1, 1-21 (2010).

8

Exploring the curriculum implementation plateau. (English)

Remillard, Janine T. (ed.) et al., Mathematics teachers at work. Connecting curriculum materials and classroom instruction. London: Routledge (ISBN 978-0-415-99010-3/hbk; 978-0-415-89936-9/pbk; 978-0-203-88464-5/ebook). Studies in Mathematical Thinking and Learning Series, 245-265 (2009).

9

Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program. (English)

Educ. Stud. Math. 71, No. 2, 161-180 (2009).

10

Mathematical knowledge for teaching and the mathematical quality of instruction: an exploratory study. (English)

Cogn. Instr. 26, No. 4, 430-511 (2008).

11

Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. (English)

Educ. Stud. Math. 67, No. 2, 125-142 (2008).

12

The treatment of addition and subtraction of fractions in Cypriot, Irish, and Taiwanese textbooks. (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 2, 193-200 (2007).

13

Developing and testing a scale for measuring students’ understanding of fractions. (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 2, 105-112 (2007).

14

Where is the mathematics? examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. (English)

J. Math. Teach. Educ. 10, No. 4-6, Special issue: The Nature and Role of Tasks in Mathematics Teachers’ Education, 261-277 (2007).

15

Drawing on a theoretical model to study students’ understandings of fractions. (English)

Educ. Stud. Math. 64, No. 3, 293-316 (2007).

16

Revisiting a theoretical model on fractions: Implications for teaching and research. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part II, 233-240 (2005).

17

Disentangling mentors’ role in the development of prospective teachers’ efficacy beliefs in teaching mathematics. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part IV, 73-80 (2005).

18

Moving from rhetoric to praxis: issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. (English)

J. Math. Behav. 24, No. 3-4, 287-301 (2005).

19

The development of student teachers’ efficacy beliefs in mathematics during practicum. (English)

Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 4. ,. 7-14 (2003).

20

Result **1** to **20** of **24** total