Result **41** to **60** of **1227** total

Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers. (English)

Educ. Stud. Math. 92, No. 2, 193-219 (2016).

41

Learning to teach upper primary school algebra: changes to teachers’ mathematical knowledge for teaching functional thinking. (English)

Math. Educ. Res. J. 28, No. 2, 245-275 (2016).

42

An investigation into the statistics education of preservice mathematics teachers in an Irish university. (English)

Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics. International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk; 978-3-319-23470-0/ebook). 327-328 (2016).

43

The education and development of practising teachers. (English)

Makar, Katie (ed.) et al., Research in mathematics education in Australasia 2012‒2015. Singapore: Springer (ISBN 978-981-10-1417-8/pbk; 978-981-10-1419-2/ebook). 329-352 (2016).

44

Challenges, reforms, and learning in initial teacher education. (English)

Makar, Katie (ed.) et al., Research in mathematics education in Australasia 2012‒2015. Singapore: Springer (ISBN 978-981-10-1417-8/pbk; 978-981-10-1419-2/ebook). 305-327 (2016).

45

Opportunities to notice: Chinese prospective teachers noticing students’ ideas in a distance formula lesson. (English)

J. Math. Teach. Educ. 19, No. 4, 325-347 (2016).

46

Exemplary high school mathematics teachers’ reflections on teaching: a situated cognition perspective on content knowledge. (English)

Int. J. Educ. Res. 78, 1-12 (2016).

47

The effect of teacher education programs on future elementary mathematics teachers’ knowledge: a five-country analysis using TEDS-M data. (English)

J. Math. Teach. Educ. 19, No. 4, 371-396 (2016).

48

Preservice and inservice teachers’ knowledge, beliefs, and instructional planning in primary school mathematics. (English)

Teach. Teach. Educ. 56, 1-13 (2016).

49

Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers. (English)

Int. J. Math. Educ. Sci. Technol. 47, No. 2, 256-275 (2016).

50

Four (algorithms) in one (bag): an integrative framework of knowledge for teaching the standard algorithms of the basic arithmetic operations. (English)

Res. Math. Educ. 18, No. 1, 43-60 (2016).

51

Fostering justification: a case study of preservice teachers, proof-related tasks, and manipulatives. (English)

J. Math. Educ. Teach. Coll. 7, No. 1, 35-43 (2016).

52

Preservice teachers’ response and feedback type to correct and incorrect student-invented strategies for subtracting whole numbers. (English)

J. Math. Behav. 42, 49-68 (2016).

53

In-service teachers’ reasoning about scenarios of teaching mathematics to English language learners. (English)

Math. Enthus. 13, No. 1-2, 130-148 (2016).

54

Knowledge for equitable mathematics teaching: the case of Latino ELLs in U.S. schools. (English)

Math. Enthus. 13, No. 1-2, 111-129 (2016).

55

Why defining the construct matters: an examination of teacher knowledge using different lenses on one assessment. (English)

Math. Enthus. 13, No. 1-2, 93-110 (2016).

56

Interview prompts to uncover mathematical knowledge for teaching: focus on providing written feedback. (English)

Math. Enthus. 13, No. 1-2, 71-92 (2016).

57

Assessing mathematical knowledge for teaching: the role of teaching context. (English)

Math. Enthus. 13, No. 1-2, 52-70 (2016).

58

What does it take to develop assessments of mathematical knowledge for teaching?: Unpacking the mathematical work of teaching. (English)

Math. Enthus. 13, No. 1-2, 35-51 (2016).

59

New perspectives for didactical engineering: an example for the development of a resource for teaching decimal number system. (English)

J. Math. Teach. Educ. 19, No. 2-3, 261-276 (2016).

60

Result **41** to **60** of **1227** total