Result **1** to **20** of **124** total

Snapshots of mathematics teacher noticing during task design. (English)

Math. Educ. Res. J. 28, No. 3, 421-440 (2016).

1

Toward a holistic view: analysis of pre-service teachers’ professional vision in field experiences and its implications. (English)

Math. Teach. Educ. Dev. 18, No. 1, 4-19 (2016).

2

Child-centered versus teacher-directed teaching practices: associations with the development of academic skills in the first grade at school. (English)

Early Child. Res. Q. 36, 145-156 (2016).

3

Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. (English)

ZDM, Math. Educ. 48, No. 4, 471-483 (2016).

4

Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. (English)

ZDM, Math. Educ. 48, No. 1-2, 185-197 (2016).

5

What secondary teachers think and do about student engagement in mathematics. (English)

Math. Educ. Res. J. 28, No. 4, 545-566 (2016).

6

Experiencing a mathematical problem-solving teaching approach: opportunities to identify ambitious teaching practices. (English)

Math. Teach. Educ. Dev. 17, No. 2, 111-124 (2015).

7

Effective teaching in elementary mathematics: identifying classroom practices that support student achievement. (English)

Econ. Educ. Rev. 48, 16-29 (2015).

8

Learning about whole-class scaffolding from a teacher professional development study. (English)

ZDM, Math. Educ. 47, No. 7, 1133-1145 (2015).

9

Multi-positioning mathematics class size: teachers’ views. (English)

Int. J. Math. Teach. Learn. 2015, 14 p., electronic only (2015).

10

History of lesson study to develop good practices in Japan. (English)

Inprasitha, Maitree (ed.) et al., Lesson study. Challenges in mathematics education. Hackensack, NJ: World Scientific (ISBN 978-981-283-540-6/hbk; 978-981-283-541-3/pbk). Series on Mathematics Education 3, 123-140 (2015).

11

Making maths useful: how two teachers prepare adult learners to apply their numeracy skills in their lives outside the classroom. (English)

Adults Learn. Math. 10, No. 1, 24-39 (2015).

12

Dispelling the notion of inconsistencies in teachers’ mathematics beliefs and practices: a 3-year case study. (English)

J. Math. Teach. Educ. 18, No. 2, 173-201 (2015).

13

Commentary for Section 3: from diversity to practices: addressing, redressing and taking action. (English)

Bishop, Alan (ed.) et al., Diversity in mathematics education. Towards inclusive practices. Cham: Springer (ISBN 978-3-319-05977-8/hbk; 978-3-319-05978-5/ebook). Mathematics Education Library, 255-259 (2015).

14

Lesson study as a zone of professional development in secondary mathematics ITE: from reflection to reflection-and-imagination. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 271-278 (2014).

15

Teaching and learning the common core state standards for mathematical practice. (English)

Barmby, P. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 1. Proceedings of the day conference, King’s College, London, UK, March 1, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 73-76 (2014).

16

Joining the dots: transforming mathematics education with a coherent whole school approach. (English)

Math. Teach. (Derby) 238, 14-16 (2014).

17

Teacher leaders. Advancing mathematics learning. (English)

Teach. Child. Math. 20, No. 6, 384-391 (2014).

18

How common is the common core? (English)

Math. Teach. (Reston) 108, No. 5, 382-386 (2014).

19

A commentary on elementary teacher preparation to teach statistics. (English)

Issues Undergrad. Math. Prep. Sch. Teach., J. 4, Curriculum, 13 p., electronic only (2014).

20

Result **1** to **20** of **124** total