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Reflective analysis as a tool for task redesign: the case of prospective elementary teachers solving and posing fraction comparison problems. (English)
J. Math. Teach. Educ. 19, No. 2-3, 123-148 (2016).
Classification: D59 F40 B50
1
Sorting out ideas about function. (English)
Math. Teach. (Reston) 106, No. 7, 526-533 (2013).
Classification: I23 I24 U63 U64 D43 D44
2
Mysterious subtractions. (English)
Teach. Child. Math. 20, No. 5, 294-301 (2013).
Classification: F32 E52 D82
3
Developing mathematical knowledge for teaching in a methods course: the case of function. (English)
J. Math. Teach. Educ. 16, No. 6, 451-482 (2013).
Classification: I29 D39
4
The content-focused methods course: a model for integrating pedagogy and mathematics content. (English)
Math. Teach. Educ. 1, No. 1, 53-70 (2012).
Classification: B50 D39
5
Is silence golden? What silent participants might be learning in discourse-rich classrooms. (English)
Math. Teach. Middle Sch. 13, No. 5, 305-311 (2007-08).
Classification: C70 B50
6
Using pattern tasks to develop mathematical understandings and set classroom norms. (English)
Math. Teach. Middle Sch. 13, No. 1, 38-44 (2007).
Classification: H23 D43 C53
7
Building on Student’s Intuitive Strategies to Make Sense of Cross Multiplication. (English)
Math. Teach. Middle Sch. 9, No. 3, 150-155 (2003).
Classification: F83
8
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