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The purpose, design and use of examples in the teaching of elementary mathematics
13 references·3 citing·31 second hop
The purpose, design and use of examples in the teaching of elementary mathematics (2008)The purpose, design and use of examples i…Problems of Representation in the Teaching and Learning of Mathematics (2026)Problems of Representation in…Towards a theory of instruction (2018)Towards a theory of instructi…Learning and Awareness (2013)Learning and AwarenessMathematics as a constructive activity: Learners generating examples (2006)Mathematics as a constructive…Mathematics as a Constructive Activity: Learners Generating Examples (2005)Mathematics as a Constructive…Elementary Teachers’ Mathematics Subject Knowledge: the Knowledge Quartet and the Case of Naomi (2005)Elementary Teachers’ Mathemat…Does it Matter? Primary Teacher Trainees' Subject Knowledge in Mathematics (2002)Does it Matter? Primary Teach…On Round Numbers: Pragmatic Aspects of Numerical Expressions (2001)On Round Numbers: Pragmatic A…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Intelligence, Learning and Action (1980)Intelligence, Learning and Ac…The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)The Discovery of Grounded The…The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)The Discovery of Grounded The…Toward a Theory of Instruction (1966)Toward a Theory of InstructionWhat is made possible to learn when using the variation theory of learning in teaching mathematics? (2017)What is made possible to lear…The Work of Steering Instruction Toward the Mathematical Point (2012)The Work of Steering Instruct…“Variation problems” and their roles in the topic of fraction division in Chinese mathematics textbook examples (2010)“Variation problems” and thei…Those Who Understand: Knowledge Growth in Teaching (1986)The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices (2008)Assessment of teacher knowledge across countries: a review of the state of research (2012)Enfoque Ontosemiótico de los Conocimientos y Competencias del Profesor de Matemáticas (2017)Theory Building From Cases: Opportunities And Challenges (2007)Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research (2013)Sample Size in Qualitative Interview Studies (2015)The Discovery of Grounded Theory (2017)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making (2006)Facilitating the Transition from Empirical Arguments to Proof (2009)A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries (2010)Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom (2001)Mentored Learning to Teach According to Standards-Based Reform: A Critical Review (2002)Exploring visuospatial thinking in chemistry learning (2004)Relations between teachers' approaches to teaching and students' approaches to learning (1999)What the Student Does: teaching for enhanced learning (1999)Sustainable Assessment: Rethinking assessment for the learning society (2000)Toward a Theory of Intrinsically Motivating Instruction* (1981)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)DeFT: A conceptual framework for considering learning with multiple representations (2006)How Many Interviews Are Enough? (2005)Seeking Qualitative Rigor in Inductive Research (2012)Conceptions of teaching held by academic teachers (1992)Teaching and Learning in their Disciplinary Contexts: A conceptual analysis (2002)Exemplifying definitions: a case of a square (2008)Appreciating mathematical structure for all (2009)
this work references cited by second hop

References

  • 1968The Discovery of Grounded Theory: Strategies for Qualitative Research.46,361 cited
  • 1968The Discovery of Grounded Theory; Strategies for Qualitative Research39,440 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 1966Toward a Theory of Instruction4,504 cited
  • 2013Learning and Awareness3,699 cited
  • 2026Problems of Representation in the Teaching and Learning of Mathematics850 cited
  • 2018Towards a theory of instruction664 cited
  • 2005Elementary Teachers’ Mathematics Subject Knowledge: the Knowledge Quartet and the Case of Naomi559 cited
  • 2005Mathematics as a Constructive Activity: Learners Generating Examples270 cited
  • 2006Mathematics as a constructive activity: Learners generating examples223 cited
  • 1980Intelligence, Learning and Action214 cited
  • 2002Does it Matter? Primary Teacher Trainees' Subject Knowledge in Mathematics157 cited
  • 2001On Round Numbers: Pragmatic Aspects of Numerical Expressions138 cited

Cited by

  • 2017What is made possible to learn when using the variation theory of learning in teaching mathematics?111 cited
  • 2010“Variation problems” and their roles in the topic of fraction division in Chinese mathematics textbook examples

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79 cited
  • 2012The Work of Steering Instruction Toward the Mathematical Point78 cited