Result **1** to **20** of **67** total

What they notice in video: a study of prospective secondary mathematics teachers learning to teach. (English)

J. Math. Teach. Educ. 19, No. 5, 477-498 (2016).

1

Video-stimulated recall as a catalyst for teacher professional learning. (English)

J. Math. Teach. Educ. 19, No. 5, 457-475 (2016).

2

Supporting teacher noticing of students’ mathematical strengths. (English)

Math. Teach. Educ. 4, No. 2, 188-199 (2016).

3

Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). (English)

ZDM, Math. Educ. 48, No. 1-2, 139-151 (2016).

4

Measuring mathematics teachers’ professional competence by using video clips (COACTIV video). (English)

ZDM, Math. Educ. 48, No. 1-2, 111-124 (2016).

5

Going forward: encouraging teachers to embrace video technology for self-development. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 249-250 (2015).

6

The use of video technology in pre-service teacher education and in-service teacher professional development. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 229-247 (2015).

7

The use of videos and classroom artefacts in professional development of teachers and teacher educators in Indonesia. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 199-222 (2015).

8

The impact of online video suite on the Singapore pre-service teachers’ buying-in to innovative teaching of factorisation via AlgeCards. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 157-177 (2015).

9

How a Singapore teacher used videos to help improve her teaching of the part-whole concept of numbers and the model method. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 61-82 (2015).

10

Developing critical reflection through audio and video technology for some Singapore primary school mathematics teachers. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 39-60 (2015).

11

Reflections of a Korean middle school mathematics teacher on improving the teaching of mathematics. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 179-197 (2015).

12

What is important in a lesson on factorisation? The reflection of an experienced teacher in Hong Kong. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 137-154 (2015).

13

Video as a medium for introducing lesson study to multi-ethnic Malaysian mathematics teachers. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 107-131 (2015).

14

Using video clubs to learn for mathematical problem-solving instruction in the Philippines: the case of teaching extensions. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 83-106 (2015).

15

Developing teacher competencies through videos for facilitation of mathematical modelling in Singapore primary schools. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 15-38 (2015).

16

Into Part I: how videos and audio technology support the professional development of teachers. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 11-13 (2015).

17

How researchers and teachers could use videos: the role of grounded images. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 1-7 (2015).

18

Deconstructing “good practice” teaching videos: an analysis of pre-service teachers’ reflections. (English)

Math. Teach. Educ. Dev. 17, No. 2, 45-63 (2015).

19

Making the most of teacher self-captured video. (English)

Math. Teach. Educ. 4, No. 1, 6-19 (2015).

20

Result **1** to **20** of **67** total