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Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities
16 references·0 citing·33 second hop
Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities (2012)Measuring Mathematical Knowledge for Teac…Applications of Item Response Theory To Practical Testing Problems (2012)Applications of Item Response…Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Teachers’ Mathematical Knowle…Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Improving Impact Studies of T…Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students (2008)Unpacking Pedagogical Content…Content Knowledge for Teaching (2008)Content Knowledge for TeachingSecond Handbook of Research on Mathematics Teaching and Learning. (2007)Second Handbook of Research o…Handbook of Research on Teaching (2001)Handbook of Research on Teach…Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States (1999)Knowing and teaching elementa…Handbook of Modern Item Response Theory (1997)Handbook of Modern Item Respo…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Handbook of research on teaching (1986)Handbook of research on teach…Item Response Theory (1985)Item Response TheoryItem Response Theory: Principles and Applications (1984)Item Response Theory: Princip…National Council of Teachers of Mathematics (1979)National Council of Teachers …Statistical Theories of Mental Test Scores (1969)Fundamentals of item response theory (1992)Measurement Invariance, Factor Analysis and Factorial Invariance (1993)Assessment of Quality-of-Life Outcomes (1996)Knowledge and Teaching:Foundations of the New Reform (1987)Manuscript Preparation (1997)Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008)Conceptualizing Teacher Professional Learning (2011)Formative assessment: a critical review (2011)Case Study Research: Design and Methods (1984)Case Study Research: Design and Methods (1991)Qualitative Data Analysis: An Expanded Sourcebook (1994)Professional competence of teachers: Effects on instructional quality and student development. (2013)Effective Teacher Professional Development (2017)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)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)Ramus, Method, and the Decay of Dialogue. (1962)Discipline and group management in classrooms (1970)Judgment under Uncertainty: Heuristics and Biases (1973)Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development (1999)Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005)What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)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)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)Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Professional Noticing of Children's Mathematical Thinking (2010)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1986Handbook of research on teaching10,502 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 2008Content Knowledge for Teaching5,381 cited
  • 2012Applications of Item Response Theory To Practical Testing Problems5,010 cited
  • 2009Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures4,855 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching4,394 cited
  • 2007Second Handbook of Research on Mathematics Teaching and Learning.3,091 cited
  • 2001Handbook of Research on Teaching2,431 cited
  • 1997Handbook of Modern Item Response Theory2,315 cited
  • 2009Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress2,097 cited
  • 1999Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States1,829 cited
  • 1984Item Response Theory: Principles and Applications1,786 cited
  • 1985Item Response Theory1,776 cited

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  • 2008Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students1,679 cited
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