ChapterConceptualizing Teachers’ Ways of KnowingThomas J. Cooney1999Conceptualizing Teachers’ Ways of KnowingThomas J. Cooney1999-01-01chapterSpringer eBooks135 citationsclosedNo readable copy stored yet — this record is metadata only.Mathematics Education and Teaching TechniquesTeacher Education and Leadership StudiesHistory and Theory of MathematicsAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 135 citations exist upstream.References1985The Reflective Practitioner: How Professionals Think in Action1986Those Who Understand: Knowledge Growth in Teaching1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct1992Handbook of research on mathematics teaching and learning1934How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process1988Women's Ways of Knowing: The Development of Self, Voice, and Mind1970Forms of Intellectual and Ethical Development in the College Years; A Scheme1960The Open and Closed MindCited by2005A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices2002Developing teaching knowledge through peer discourse2016Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics2007Teacher education through the history of mathematics2003Adult numeracy : review of research and related literature2008Du travail documentaire des enseignants : genèses, collectifs, communautés2001Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development2002Understanding Pre-Service Teachers' Emerging Practices Through Their Analyses of a Multimedia Case Study of Practice