Result **1** to **20** of **403** 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

Decentering: a construct to analyze and explain teacher actions as they relate to student thinking. (English)

J. Math. Teach. Educ. 19, No. 5, 433-456 (2016).

3

A school-based professional development programme for teachers of mathematical modelling in Singapore. (English)

J. Math. Teach. Educ. 19, No. 5, 399-432 (2016).

4

Effects of variations in task design on mathematics teachers’ learning experiences: a case of a sorting task. (English)

J. Math. Teach. Educ. 19, No. 4, 349-370 (2016).

5

Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection. (English)

J. Math. Teach. Educ. 19, No. 4, 301-324 (2016).

6

Rising above a cause-and-effect stance in mathematics education research. (English)

J. Math. Teach. Educ. 19, No. 4, 297-300 (2016).

7

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).

8

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).

9

Collective design of an e-textbook: teachers’ collective documentation. (English)

J. Math. Teach. Educ. 19, No. 2-3, 187-203 (2016).

10

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).

11

Task design for ways of working: making distinctions in teaching and learning mathematics. (English)

J. Math. Teach. Educ. 19, No. 2-3, 149-168 (2016).

12

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).

13

Professional learning through the collaborative design of problem-solving lessons. (English)

J. Math. Teach. Educ. 19, No. 2-3, 243-260 (2016).

14

Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. (English)

J. Math. Teach. Educ. 19, No. 2-3, 227-241 (2016).

15

Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative. (English)

J. Math. Teach. Educ. 19, No. 2-3, 205-226 (2016).

16

Teachers, tasks, and tensions: lessons from a research-practice partnership. (English)

J. Math. Teach. Educ. 19, No. 2-3, 169-185 (2016).

17

Research on mathematics teachers as partners in task design. (English)

J. Math. Teach. Educ. 19, No. 2-3, 105-121 (2016).

18

Roles of a teacher and researcher during in situ professional development around the implementation of mathematical modeling tasks. (English)

J. Math. Teach. Educ. 19, No. 2-3, 277-295 (2016).

19

Exploring how teacher-related factors relate to student achievement in learning advanced algebra in technology-enhanced classrooms. (English)

J. Math. Teach. Educ. 19, No. 1, 7-32 (2016).

20

Result **1** to **20** of **403** total