| Title | Date | Views | Brief Description |
|---|
| Exploring teachers’ learning of instructional practice in professional development |
2016 |
811 |
Decades of research on mathematics teaching have identified fundamental instructional practices that promote deep learning of mathematics for all students. In contrast with more traditional and direct approaches to teaching, these core instructional ... |
| Conceptualizing and investigating mathematics teacher learning of practice |
2018 |
719 |
Researchers and teacher educators have made advances in describing mathematics instruction that can support all students in developing conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive dispositions... |
| The case of Jamie: examining storylines and positions over time in a secondary mathematics classroom |
2019 |
502 |
This study utilizes Positioning Theory as a lens to analyze interactions between a teacher and her students. Using those interactions, this study seeks to better catalog and understand pervasive storylines in one teacher’s secondary mathematics class... |
| On the nature of and teachers' goals for students' mathematical argumentation in five high school classrooms |
2013 |
1779 |
In an era of new standards and emerging accountability systems, an understanding of the supports needed to aid teachers and students in making necessary transitions in mathematics teaching and learning is critical. Given the established research base... |
| Describing the practice of anticipating students’ mathematics of secondary mathematics teachers : a multi-case study |
2024 |
9 |
Teachers’ ability to elicit and use evidence of student thinking during instruction is critical in high-quality mathematics instruction. The practice of anticipating students’ mathematics supports teachers in noticing and being prepared to respond to... |