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Delineating issues related to horizon content knowledge for mathematics teaching. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 3125-3134 (2013).
Classification: D39 D20 F50
1
Building coherence in research on mathematics teacher characteristics by developing practice-based approaches. (English)
ZDM, Int. J. Math. Educ. 45, No. 4, 583-594 (2013).
Classification: D20 C29 B50 C70
2
Making progress in U.S. mathematics education: lessons learned ‒ past, present, and future. (English)
Leatham, Keith R. (ed.), Vital directions for mathematics education research. New York, NY: Springer (ISBN 978-1-4614-6976-6/hbk; 978-1-4614-6977-3/ebook). 15-44 (2013).
Classification: D20 A30
3
Teacher education in Germany. (English)
Kunter, Mareike (ed.) et al., Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV Project. New York, NY: Springer (ISBN 978-1-4614-5148-8/hbk; 978-1-4614-5149-5/ebook). Mathematics Teacher Education 8, 49-62 (2013).
Classification: A30 B20 B50 A40
4
To change or not to change: adapting mathematical knowledge for teaching (MKT) measures for use in Korea. (English)
ZDM, Int. J. Math. Educ. 44, No. 3, 371-385 (2012).
Classification: B50 D69
5
What math knowledge does teaching require? (English)
Teach. Child. Math. 17, No. 4, 220-229 (2010).
Classification: D39 B50
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