Result **1** to **20** of **22** total

A collection of problem-posing experiences for prospective mathematics teachers that make a difference. (English)

Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in Mathematics Education, 493-511 (2014).

1

Classroom photographs: reframing what and how we notice. (English)

Teach. Child. Math. 20, No. 9, 564-572 (2014).

2

Smarter together! Collaboration and equity in the elementary math classroom. (English)

Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-656-1/pbk; 978-0-87353-820-6/ebook). 147~p. (2011).

3

Imagining mathematics teaching practice: prospective teachers generate representations of a class discussion. (English)

ZDM, Int. J. Math. Educ. 43, No. 1, 119-131 (2011).

4

Prospective teachers’ reasoning and response to a student’s non-traditional strategy when dividing fractions. (English)

J. Math. Teach. Educ. 12, No. 4, 235-261 (2009).

5

What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. (English)

J. Math. Teach. Educ. 11, No. 5, 395-415 (2008).

6

To draw or not to draw: Exploring children’s drawings for solving mathematics problems. (English)

Teach. Child. Math. 14, No. 2, 118-125 (2007).

7

Learning mathematics in dynamic computer environments. (English)

Teach. Child. Math. 12, No. 9, 437-444 (2006).

8

What makes a good problem? An aesthetic lens. (English)

Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 5, 129-136 (2006).

9

Challenging preservice teachers’ mathematical understanding: the case of division by zero. (English)

Sch. Sci. Math. 106, No. 2, 84 (2006).

10

Elementary teacher talk in mathematics study groups. (English)

Educ. Stud. Math. 63, No. 1, 29-56 (2006).

11

Learning to teach with mathematics textbooks: how preservice teachers interpret and use curriculum materials. (English)

Educ. Stud. Math. 62, No. 3, 331-355 (2006).

12

Exploring mathematics in imaginative places: rethinking what counts as meaningful contexts for learning mathematics. (English)

Sch. Sci. Math. 105, No. 5, 240 (2005).

13

Nothing “basic” about basic facts: exploring addition facts with fourth graders. (English)

Teach. Child. Math. 12, No. 2, 60-67 (2005).

14

Learning to see in mathematics classrooms. (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 III, 417-424 (2004).

15

Using math pen-pal letters to promote mathematical communication. (English)

Teach. Child. Math. 10, No. 1, 34-39 (2003).

16

Learning in and from practice: Pre-service teachers investigate their mathematics teaching. (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. 3. ,. 373-380 (2003).

17

Learning to investigate students’ mathematical thinking: The role of student interviews. (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. 1-4. ,. 261-267 (2003).

18

Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. (English)

Educ. Stud. Math. 52, No. 3, 243-270 (2003).

19

Seeing more than right and wrong answers: prospective teachers’ interpretations of students’ mathematical work. (English)

J. Math. Teach. Educ. 3, No. 2, 155-181 (2000).

20

Result **1** to **20** of **22** total