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A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection
16 references·0 citing·33 second hop
A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection (1999)A Cognitive Model for Examining Teachers'…Reflective Practitioner (2014)Reflective PractitionerLearning and Teaching With Understanding (2006)Learning and Teaching With Un…Everyday Cognition: Development in Social Context (1999)Everyday Cognition: Developme…Teachers: Beliefs and knowledge. (1996)Teachers: Beliefs and knowled…Learning to teach. (1996)Learning to teach.A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction (1996)A Longitudinal Study of Learn…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers (1989)Cognition and Improvisation: …Are Cognitive Skills Context-Bound? (1989)Are Cognitive Skills Context-…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…The cognitive skill of teaching. (1986)The cognitive skill of teachi…Paradigms and research programs in the study of teaching (1986)Paradigms and research progra…How Do Teachers Manage to Teach? Perspectives on Problems in Practice (1985)How Do Teachers Manage to Tea…National Council of Teachers of Mathematics (1979)National Council of Teachers …Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Teachers of Mathematics (1948)Teachers of MathematicsPerception in chess (1973)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Situated Learning and Education (1996)The Uses of Argument (2003)Thinking in Education (2003)Formative assessment: a critical review (2011)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)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)Mental Models (1983)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Video Games Have to Teach Us about Learning and Literacy (2004)Cognitive Apprenticeship (1988)Learning by Expanding (2014)Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective (2000)Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence (2016)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)Conceptualizing Teacher Professional Learning (2011)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)Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study (1989)Professional development and reform in science education: The role of teachers' practical knowledge (2001)Back to the Future: Directions for Research in Teaching and Teacher Education (2008)A Dynamic Theory of Organizational Knowledge Creation (1994)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 2014Reflective Practitioner8,325 cited
  • 1996Learning to teach.1,655 cited
  • 1996Teachers: Beliefs and knowledge.1,217 cited
  • 1999Everyday Cognition: Development in Social Context1,215 cited
  • 1989Are Cognitive Skills Context-Bound?1,132 cited
  • 1986Paradigms and research programs in the study of teaching1,089 cited
  • 2006Learning and Teaching With Understanding965 cited
  • 1986The cognitive skill of teaching.901 cited
  • 1996A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction781 cited
  • 1985How Do Teachers Manage to Teach? Perspectives on Problems in Practice767 cited
  • 1989Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers764 cited
  • 1948Teachers of Mathematics

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