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Representing Fractions with Standard Notation: A Developmental Analysis.
16 references·1 citing·35 second hop
Representing Fractions with Standard Notation: A Developmental Analysis. (2005)Representing Fractions with Standard Nota…Rational Numbers (2012)Rational NumbersThe Impact of Two Standards-Based Mathematics Curricula on Student Achievement in Massachusetts (2001)The Impact of Two Standards-B…Enhancing Students' Understanding of Mathematics: A Study of Three Contrasting Approaches to Professional Support (2001)Enhancing Students' Understan…Developing Children's Understanding of the Rational Numbers: A New Model and an Experimental Curriculum (1999)Developing Children's Underst…An Integrated Study of Children's Construction of Improper Fractions and the Teacher's Role in Promoting That Learning (1999)An Integrated Study of Childr…A review of recent research in the area of initial fraction concepts (1996)A review of recent research i…A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction (1996)A Longitudinal Study of Learn…Splitting, Covariation, and Their Role in the Development of Exponential Functions (1995)Splitting, Covariation, and T…Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge (1995)Confounding Whole-Number and …Instructional Tasks, Classroom Discourse, and Students' Learning in Second-Grade Arithmetic (1993)Instructional Tasks, Classroo…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Fractions in Realistic Mathematics Education: A Paradigm of Developmental Research (1991)Fractions in Realistic Mathem…Learning Fractions with Understanding: Building on Informal Knowledge (1990)Learning Fractions with Under…Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study (1989)Using Knowledge of Children's…Acquisition of mathematics concepts and processes (1983)Acquisition of mathematics co…National Council of Teachers of Mathematics (1979)National Council of Teachers …Towards curricular coherence in integers and fractions: a study of the efficacy of a lesson sequence that uses the number line as the principal representational context (2012)Towards curricular coherence …Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior (1981)Handbook of research on teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)The situativity of knowing, learning, and research. (1998)What Makes Professional Development Effective? (2003)Thought and language (1962)Reconstructing Mathematics Pedagogy from a Constructivist Perspective (1995)Teacher Learning: Implications of New Views of Cognition (1997)Inside Teacher Community: Representations of Classroom Practice (2003)Teacher learning in the context of a video club (2004)Teachers of Mathematics (1948)Situated Cognition and the Culture of Learning (1989)Culturally Relevant Mathematics Teaching in a Mexican American Context (1997)Piaget’s Theory (1976)Intellectual development : birth to adulthood (1985)Initial Fraction Learning by Fourth- and Fifth-Grade Students: A Comparison of the Effects of Using Commercial Curricula with the Effects of Using the Rational Number Project Curriculum (2002)How ManyDecimalsAre There Between TwoFractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation (2010)Developing Conceptual and Procedural Knowledge of Mathematics (2014)Three Dimensions: A Model of Goal and Theory Description in Mathematics Instruction ― The Wiskobas Project (1986)“You're going to want to find out which and prove it”: collective argumentation in a mathematics classroom (1998)Measuring Student Knowledge and Skills (1999)Cur r iculum Resear ch : Tow ar d a Fr amew or k for "Resear ch -based Cur r icula" (2007)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)Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis (2008)Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem (2008)Participating in Classroom Mathematical Practices (2010)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Re-thinking co-variation from a quantitative perspective: Simultaneous continuous variation (1998)Learning Electricity with NIELS: Thinking with Electrons and Thinking in Levels (2009)The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade (2014)Teaching for understanding (2003)The role of metacognitive skills in developing critical thinking (2010)
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References

  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 1989Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study1,015 cited
  • 1996A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction781 cited
  • 1983Acquisition of mathematics concepts and processes726 cited
  • 1993Instructional Tasks, Classroom Discourse, and Students' Learning in Second-Grade Arithmetic509 cited
  • 1999Developing Children's Understanding of the Rational Numbers: A New Model and an Experimental Curriculum368 cited
  • 1995Splitting, Covariation, and Their Role in the Development of Exponential Functions368 cited
  • 1990Learning Fractions with Understanding: Building on Informal Knowledge282 cited
  • 1991Fractions in Realistic Mathematics Education: A Paradigm of Developmental Research280 cited
  • 2012Rational Numbers240 cited
  • 1995Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge237 cited
  • 2001Enhancing Students' Understanding of Mathematics: A Study of Three Contrasting Approaches to Professional Support216 cited
  • 1999An Integrated Study of Children's Construction of Improper Fractions and the Teacher's Role in Promoting That Learning

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177 cited
  • 2001The Impact of Two Standards-Based Mathematics Curricula on Student Achievement in Massachusetts167 cited
  • 1996A review of recent research in the area of initial fraction concepts159 cited
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    • 2012Towards curricular coherence in integers and fractions: a study of the efficacy of a lesson sequence that uses the number line as the principal representational context64 cited