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Initiating and Eliciting in Teaching: A Reformulation of Telling
16 references·16 citing·37 second hopsampled
Initiating and Eliciting in Teaching: A Reformulation of Telling (2005)Initiating and Eliciting in Teaching: A R…Number Concepts and Operations in the Middle Grades (2025)Number Concepts and Operation…Constructivism in Education (2012)Constructivism in EducationRADICAL CONSTRUCTIVISM (2010)RADICAL CONSTRUCTIVISMImplementing standards-based mathematics instruction: a casebook for professional development (2000)Implementing standards-based …A Time For Telling (1998)A Time For TellingMathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning (1997)Mathematical Tasks and Studen…Making Sense: Teaching and Learning Mathematics with Understanding (1997)Making Sense: Teaching and Le…Constructivist, emergent, and sociocultural perspectives in the context of developmental research (1996)Constructivist, emergent, and…Reconstructing Mathematics Pedagogy from a Constructivist Perspective (1995)Reconstructing Mathematics Pe…Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Misconceptions Reconceived: A…With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics (1993)With an Eye on the Mathematic…The Tree of Knowledge: The Biological Roots of Human Understanding (1992)The Tree of Knowledge: The Bi…When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)When the Problem Is Not the Q…National Council of Teachers of Mathematics (1979)National Council of Teachers …Piaget’s Theory (1976)Piaget’s TheoryHow We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (1934)How We Think: A Restatement o…Teacher moves for supporting student reasoning (2018)Teacher moves for supporting …Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving (2017)Mathematical knowledge for te…Task Design In Mathematics Education (2015)Task Design In Mathematics Ed…On mathematical understanding: perspectives of experienced Chinese mathematics teachers (2015)On mathematical understanding…What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom? (2014)What actions do teachers envi…Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities (2014)Teacher support for collectiv…Developing Visions of High-Quality Mathematics Instruction (2014)Developing Visions of High-Qu…Equity in Discourse for Mathematics Education (2011)Equity in Discourse for Mathe…Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics (2010)Integration of Technology, Cu…Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities (2010)Enacting Proof-Related Tasks …Collegiate mathematics teaching: An unexamined practice (2010)Collegiate mathematics teachi…Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling (2009)Social and analytic scaffoldi…Characteristics of Effective Teaching of Mathematics: A View from the West (2009)Characteristics of Effective …Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom (2007)Supporting Whole-class Collab…A Taxonomy for Categorizing Generalizations: Generalizing Actions and Reflection Generalizations (2007)A Taxonomy for Categorizing G…Pedagogical Content Tools: Integrating Student Reasoning and Mathematics in Instruction (2006)Pedagogical Content Tools: In…The Interpretation of Cultures (1974)Mind in Society: The Development of Higher Psychological Processes (1978)Knowledge and Teaching:Foundations of the New Reform (1987)Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms (1996)The situativity of knowing, learning, and research. (1998)Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell (2008)The growth of logical thinking: From childhood to adolescence. (1958)A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction (1996)Cognitive and Situated Learning Perspectives in Theory and Practice (1999)Creative Teaching: Collaborative Discussion as Disciplined Improvisation (2004)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)Judgment under Uncertainty: Heuristics and Biases (1975)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Where's the evidence that active learning works? (2006)Contextual prerequisites for understanding: Some investigations of comprehension and recall (1972)The Processing of Information and Structure (1974)Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning (1998)Metacognition in Educational Theory and Practice (1998)Problem-Based Learning: What and How Do Students Learn? (2004)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Psychological Needs and the Facilitation of Integrative Processes (1995)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The Practice Turn in Contemporary Theory (2005)Evolution and Cognition (2001)Preparing Culturally Responsive Teachers (2002)What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community (2003)Categorization of Natural Objects (1981)Origins of the modern mind: three stages in the evolution of culture and cognition (1992)Barriers perceived to engaging with climate change among the UK public and their policy implications (2007)Reflection in teacher education: Towards definition and implementation (1995)Non‐formal learning and tacit knowledge in professional work (2000)Informal learning in the workplace (2004)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Conceptual change: A powerful framework for improving science teaching and learning (2003)Boundary Crossing and Boundary Objects (2011)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1934How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process5,349 cited
  • 1992The Tree of Knowledge: The Biological Roots of Human Understanding3,263 cited
  • 1976Piaget’s Theory2,167 cited
  • 2010RADICAL CONSTRUCTIVISM2,078 cited
  • 1994Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition1,703 cited
  • 1995Reconstructing Mathematics Pedagogy from a Constructivist Perspective1,477 cited
  • 2012Constructivism in Education1,401 cited
  • 1990When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching1,368 cited
  • 1998A Time For Telling1,036 cited
  • 1993With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics1,008 cited
  • 1997Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning884 cited
  • 2000Implementing standards-based mathematics instruction: a casebook for professional development814 cited
  • 1996Constructivist, emergent, and sociocultural perspectives in the context of developmental research811 cited
  • 1997

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

Making Sense: Teaching and Learning Mathematics with Understanding
805 cited
  • 2025Number Concepts and Operations in the Middle Grades595 cited
  • Cited by

    • 2009Characteristics of Effective Teaching of Mathematics: A View from the West217 cited
    • 2010Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics211 cited
    • 2015Task Design In Mathematics Education207 cited
    • 2014Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities197 cited
    • 2007Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom196 cited
    • 2014Developing Visions of High-Quality Mathematics Instruction153 cited
    • 2010Collegiate mathematics teaching: An unexamined practice143 cited
    • 2010Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities140 cited
    • 2006Pedagogical Content Tools: Integrating Student Reasoning and Mathematics in Instruction136 cited
    • 2007A Taxonomy for Categorizing Generalizations: Generalizing Actions and Reflection Generalizations127 cited
    • 2018Teacher moves for supporting student reasoning118 cited
    • 2009Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling102 cited
    • 2011Equity in Discourse for Mathematics Education78 cited
    • 2014What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom?75 cited
    • 2015On mathematical understanding: perspectives of experienced Chinese mathematics teachers69 cited
    • 2017Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving66 cited