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Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: an indicative study. (English)
Int. J. Educ. Res. 81, 119-130 (2017).
Classification: C30 C49
1
Snapshots of mathematics teacher noticing during task design. (English)
Math. Educ. Res. J. 28, No. 3, 421-440 (2016).
Classification: D50 D30 C49 F40
2
Issues of contingency in teaching for ‘mastery’. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 120-125 (2016).
Classification: D32 D42 C49
3
Differentiation in high-school mathematics and language arts instruction ‒ above all with good diagnosticians in heterogeneous classes? (Differenzierung im gymnasialen Mathematik und Deutschunterricht ‒ vor allem bei guten Diagnostiker/innen und in heterogenen Klassen?) (German. English summary)
Z. Päd. 62, No. 1, 131-148 (2016).
Classification: C49 D43 C93 C43
4
Professional knowledge of teachers in mathematics and science education. “\dots you really have to know about the matter". (Professionswissen von Lehrerinnen und Lehrern des Mathematik- und Sachunterrichts. “\dots man muss schon von der Sache wissen.".) (German)
Bad Heilbrunn: Verlag Julius Klinkhardt (ISBN 978-3-7815-2144-5/pbk). 230~p. (2016).
Classification: C49 D39 B50 A70
5
Elementary mathematics teachers’ judgment accuracy and calibration accuracy: do they predict students’ mathematics achievement outcomes? (English)
Learn. Instr. 45, 49-60 (2016).
Classification: C49 D40 D60 C70 C30 D50
6
Professional competence of early childhood educators in mathematics education ‒ a theory based competence model. (Mathematikdidaktische Kompetenz von Fachkräften im Elementarbereich ‒ ein theoriebasiertes Kompetenzmodell.) (German. English summary)
J. Math.-Didakt. 37, No. 2, 263-287 (2016).
Classification: C49 D39
7
Teachers’ awareness of the relationship between prior knowledge and new learning. (English)
J. Res. Math. Educ. 47, No. 1, 17-27 (2016).
Classification: C30 D39 C49
8
Strategies of number sense in pre-service secondary mathematics teachers. (English)
Int. J. Sci. Math. Educ. 14, No. 5, 959-978 (2016).
Classification: F49 F99 C39 C49 D59
9
Exemplary high school mathematics teachers’ reflections on teaching: a situated cognition perspective on content knowledge. (English)
Int. J. Educ. Res. 78, 1-12 (2016).
Classification: C39 C49 D39 B50
10
Preservice and inservice teachers’ knowledge, beliefs, and instructional planning in primary school mathematics. (English)
Teach. Teach. Educ. 56, 1-13 (2016).
Classification: D39 C39 C29 C49 D49
11
The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. (English)
Teach. Teach. Educ. 58, 174-184 (2016).
Classification: C49 C29 C39
12
Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. (English)
Teach. Teach. Educ. 58, 90-98 (2016).
Classification: C39 C29 C49
13
Reconsidering the contribution of teacher knowledge to student learning: linear or curvilinear effects? (English)
Teach. Teach. Educ. 57, 125-138 (2016).
Classification: C39 C49 C70 F40
14
Teacher noticing: enlightening or blinding? (English)
ZDM, Math. Educ. 48, No. 1-2, 227-238 (2016).
Classification: D20 C70 C39 C49
15
Perception, interpretation and decision making: understanding gaps between competence and performance ‒ a commentary. (English)
ZDM, Math. Educ. 48, No. 1-2, 219-226 (2016).
Classification: D20 C70 D40 C49
16
Further exploration of the classroom video analysis (CVA) instrument as a measure of usable knowledge for teaching mathematics: taking a knowledge system perspective. (English)
ZDM, Math. Educ. 48, No. 1-2, 97-109 (2016).
Classification: D20 C70 C49 C39
17
Uncovering predictors of disagreement: ensuring the quality of expert ratings. (English)
ZDM, Math. Educ. 48, No. 1-2, 83-95 (2016).
Classification: D20 D69 C49
18
Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. (English)
ZDM, Math. Educ. 48, No. 1-2, 1-27 (2016).
Classification: D20 C29 C49 D39
19
Professional noticing practices of novice mathematics teacher educators. (English)
Int. J. Sci. Math. Educ. 14, No. 1, 217-241 (2016).
Classification: C79 D49 C39 C49
20
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