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Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics
16 references·5 citing·39 second hop
Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics (2001)Mathematics Teaching as Problem Solving: …Cognitive Processes in Comprehension (2013)Cognitive Processes in Compre…Teachers’ Beliefs and Conceptions: A Synthesis of the Research (2006)Teachers’ Beliefs and Concept…Learning and Teaching With Understanding (2006)Learning and Teaching With Un…Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teachers' Beliefs and Educati…Implication of Research on Teacher Belief (1992)Implication of Research on Te…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers (1989)Cognition and Improvisation: …Exploring teachers' thinking (1987)Exploring teachers' thinkingCognitive Science and Mathematics Education (1987)Cognitive Science and Mathema…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…The cognitive skill of teaching. (1986)The cognitive skill of teachi…Handbook of research on teaching (1986)Handbook of research on teach…How Do Teachers Manage to Teach? Perspectives on Problems in Practice (1985)How Do Teachers Manage to Tea…Teacher's thought processes (1984)Teacher's thought processesResearch on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior (1981)Research on Teachers' Pedagog…Life in Classrooms (1968)Life in ClassroomsAdaptive teaching in mathematics: a review of the literature (2020)Adaptive teaching in mathemat…Cognitive and Motivational Characteristics of Elementary Teachers in General Education Classrooms and in Gifted Programs (2011)Cognitive and Motivational Ch…Strategic knowledge and consistency in students with good and poor study skills (2007)Strategic knowledge and consi…A Structure to Enable Preservice Teachers of Mathematics to Reflect on Their Teaching (1999)A Structure to Enable Preserv…A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection (1999)A Cognitive Model for Examini…Mathematics, Science and Epistemology (1978)The role of beliefs in the practice of teaching (1987)Teachers’ beliefs and practices related to mathematics instruction (2001)Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Teacher efficacy: A construct validation. (1984)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2011)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Judgment under Uncertainty: Heuristics and Biases (1974)Judgment under Uncertainty: Heuristics and Biases (1975)Research on the self-fulfilling prophecy and teacher expectations. (1983)Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study (1989)Examining Pedagogical Content Knowledge (2002)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Teacher Efficacy: Its Meaning and Measure (1998)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Concept of Mind (2006)Teacher Technology Change (2010)Teacher efficacy: capturing an elusive construct (2001)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Individual differences in working memory and reading (1980)Cognitive Load During Problem Solving: Effects on Learning (1988)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Concerns of Teachers: A Developmental Conceptualization (1969)The emotional practice of teaching (1998)Constructing 21st-Century Teacher Education (2006)The Place of Story in the Study of Teaching and Teacher Education (1993)The Knower and the Known: The Nature of Knowledge in Research on Teaching (1994)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1986Handbook of research on teaching10,502 cited
  • 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct8,982 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 1968Life in Classrooms2,682 cited
  • 1992Implication of Research on Teacher Belief1,871 cited
  • 2006Teachers’ Beliefs and Conceptions: A Synthesis of the Research1,862 cited
  • 2013Cognitive Processes in Comprehension1,146 cited
  • 1981Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior1,114 cited
  • 1987Exploring teachers' thinking1,021 cited
  • 2006Learning and Teaching With Understanding965 cited
  • 1987Cognitive Science and Mathematics Education959 cited
  • 1986The cognitive skill of teaching.901 cited
  • 1984Teacher's thought processes855 cited
  • 1985How Do Teachers Manage to Teach? Perspectives on Problems in Practice767 cited
  • 1989Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers

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Cited by

  • 1999A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection69 cited
  • 1999A Structure to Enable Preservice Teachers of Mathematics to Reflect on Their Teaching68 cited
  • 2020Adaptive teaching in mathematics: a review of the literature66 cited
  • 2011Cognitive and Motivational Characteristics of Elementary Teachers in General Education Classrooms and in Gifted Programs58 cited
  • 2007Strategic knowledge and consistency in students with good and poor study skills46 cited