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Pre-service Teachers' Preferred Strategies for Solving Arithmetic and Algebra Word Problems
16 references·0 citing·38 second hop
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching22,166 cited
  • 2006Teachers’ Beliefs and Conceptions: A Synthesis of the Research1,862 cited
  • 1996Teachers : Belief and Knowledge1,227 cited
  • 2006Teachers’ Knowledge and Its Impact668 cited
  • 1948Teachers of Mathematics646 cited
  • 2006The Learning and Teaching of School Algebra599 cited
  • 2015Making Sense of Word Problems547 cited
  • 1988Teachers' Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic439 cited
  • 1994The Gains and the Pitfalls of Reification — The Case of Algebra387 cited
  • 1994A cognitive gap between arithmetic and algebra364 cited
  • 1994The gains and the pitfalls of reification — The case of algebra311 cited
  • 2000Teachers' and Researchers' Beliefs about the Development of Algebraic Reasoning184 cited
  • 1996Emergence and Development of Algebra as a Problem-Solving Tool: Continuities and Discontinuities with Arithmetic147 cited
  • 2000Grade 6 Students' Preinstructional Use of Equations to Describe and Represent Problem Situations145 cited
  • 1996Crossing the cognitive gap between arithmetic and algebra: Operating on the unknown in the context of equations

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129 cited
  • 2002The Impact of Preservice Teachers' Content Knowledge on Their Evaluation of Students' Strategies for Solving Arithmetic and Algebra Word Problems114 cited
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