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Result 1 to 20 of 41 total

(Toward) developing a common language for describing instructional practices of responding: a teacher-generated framework. (English)
Math. Teach. Educ. 4, No. 2, 126-144 (2016).
Classification: D40 C70 D69 D20
1
Supporting teacher noticing of students’ mathematical strengths. (English)
Math. Teach. Educ. 4, No. 2, 188-199 (2016).
Classification: D39 D49 C40 C70 U89
2
Preparing preservice teachers for diverse mathematics classrooms through a cultural awareness unit. (English)
Math. Teach. Educ. 4, No. 2, 164-187 (2016).
Classification: C60 D39 C70
3
Inviting prospective teachers to share rough draft mathematical thinking. (English)
Math. Teach. Educ. 4, No. 2, 145-163 (2016).
Classification: C30 C50 D39 D49
4
Elementary teacher candidates’ use of number strings: creating a math-talk learning community. (English)
Math. Teach. Educ. 3, No. 2, 99-115 (2015).
Classification: F39 D39
5
Multiplication by $10_{\text{five}}$: making sense of place value structure through an alternate base. (English)
Math. Teach. Educ. 3, No. 2, 83-98 (2015).
Classification: F39 F29
6
Transforming perceptions of proof: a four-part instructional sequence. (English)
Math. Teach. Educ. 4, No. 1, 32-70 (2015).
Classification: E59
7
Developing a mathematics instructional practice survey: considerations and evidence. (English)
Math. Teach. Educ. 4, No. 1, 93-118 (2015).
Classification: D60 D39
8
Enhancing teachers’ assessment of mathematical processes through test analysis in university courses. (English)
Math. Teach. Educ. 4, No. 1, 71-92 (2015).
Classification: D60 D39
9
Reshaping teachers’ mathematical perceptions: analysis of a professional development task. (English)
Math. Teach. Educ. 3, No. 2, 116-129 (2015).
Classification: D59 D39 F49
10
Openness and measurement: two principles for improving educational practice and shared instructional products. (English)
Math. Teach. Educ. 3, No. 2, 130-153 (2015).
Classification: D40 D39
11
Mentor-guided lesson study as a tool to support learning in field experiences. (English)
Math. Teach. Educ. 4, No. 1, 20-31 (2015).
Classification: C70 D49 D39
12
Making the most of teacher self-captured video. (English)
Math. Teach. Educ. 4, No. 1, 6-19 (2015).
Classification: C70 U89 D49
13
A comparison of mathematics classroom observation protocols. (English)
Math. Teach. Educ. 3, No. 2, 154-175 (2015).
Classification: C70 D40 D39
14
Breaking conventions to support quantitative reasoning. (English)
Math. Teach. Educ. 2, No. 2, 141-157 (2014).
Classification: E59 I29
15
Using Toulmin’s model to develop prospective secondary mathematics teachers’ conceptions of collective argumentation. (English)
Math. Teach. Educ. 3, No. 1, 8-26 (2014).
Classification: E50 D39
16
Improving preservice secondary mathematics teachers’ capability with generic example proofs. (English)
Math. Teach. Educ. 2, No. 2, 158-170 (2014).
Classification: E50 D39
17
Preservice teachers’ competencies to select and sequence students’ solution strategies for productive whole-class discussions. (English)
Math. Teach. Educ. 3, No. 1, 27-57 (2014).
Classification: D50 C70 C50 D40 C49
18
Using task dialogues to enhance preservice teachers’ abilities to orchestrate discourse. (English)
Math. Teach. Educ. 3, No. 1, 58-75 (2014).
Classification: D49 C49 D39 C50 D50
19
Use of video analysis to support prospective K‒8 teachers’ noticing of equitable practices. (English)
Math. Teach. Educ. 2, No. 2, 108-140 (2014).
Classification: D49 D39 U89
20
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