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Classroom mathematical practices in differential equations

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Cited by

2010Collegiate mathematics teaching: An unexamined practice143 cited
2008Learning opportunities from group discussions: warrants become the objects of debate137 cited
2006Pedagogical Content Tools: Integrating Student Reasoning and Mathematics in Instruction136 cited

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2005Proof validation in real analysis: Inferring and checking warrants113 cited

2012Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class100 cited

2004Classroom mathematical practices and gesturing96 cited

2011Negotiating Identities for Mathematics Teaching in the Context of Professional Development92 cited

2013Argumentation and participation patterns in general chemistry peer‐led sessions84 cited

2017A hypothetical learning trajectory for conceptualizing matrices as linear transformations81 cited

2016Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom79 cited

2011From visual reasoning to logical necessity through argumentative design73 cited

2011‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation71 cited

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2014Examining individual and collective level mathematical progress67 cited

2006Capitalizing on advances in mathematics and k-12 mathematics education in undergraduate mathematics: An inquiry-oriented approach to differential equations66 cited

2016Establishing links between conceptions, argumentation and proof through the ck¢-enriched Toulmin model60 cited