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‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation
16 references·1 citing·38 second hop
‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation (2011)‘Warrant’ revisited: Integrating mathemat…The Ethnography of Argumentation (2012)The Ethnography of Argumentat…The Emergence of Mathematical Meaning (2012)The Emergence of Mathematical…Content Knowledge for Teaching (2008)Content Knowledge for TeachingSecond Handbook of Research on Mathematics Teaching and Learning. (2007)Second Handbook of Research o…Teachers’ Beliefs and Conceptions: A Synthesis of the Research (2006)Teachers’ Beliefs and Concept…Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes (2004)Learning Mathematics for Teac…The Uses of Argument (2003)The Uses of ArgumentSecondary School Mathematics Teachers' Conceptions of Proof (2002)Secondary School Mathematics …Beliefs: A Hidden Variable in Mathematics Education? (2002)Beliefs: A Hidden Variable in…Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing (1999)Bridging Epistemologies: The …Theory of didactical situations in mathematics (1997)Theory of didactical situatio…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…How Do Teachers Manage to Teach? Perspectives on Problems in Practice (1985)How Do Teachers Manage to Tea…Concept image and concept definition in mathematics with particular reference to limits and continuity (1981)Concept image and concept def…Establishing links between conceptions, argumentation and proof through the ck¢-enriched Toulmin model (2016)Establishing links between co…Mathematics, Science and Epistemology (1978)The role of beliefs in the practice of teaching (1987)Teachers’ beliefs and practices related to mathematics instruction (2001)Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Time and modality (1957)The interdisciplinary study of coordination (1994)Thematic networks: an analytic tool for qualitative research (2001)The Nature of Theory in Information Systems1 (2006)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)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Communities of practice learning, meaning, and identity (1999)Deliberative Policy Analysis (2003)Knowledge Sharing in Organizations: A Conceptual Framework (2003)Perspective—Tacit Knowledge and Knowledge Conversion: Controversy and Advancement in Organizational Knowledge Creation Theory (2009)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)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)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)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)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Images and Definitions for the Concept of Function (1989)Making the transition to formal proof (1994)APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research (2005)Professional Noticing of Children's Mathematical Thinking (2010)Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory (2004)Overcoming Barriers to Student Understanding (2006)When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint (2007)
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References

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  • 2003The Uses of Argument7,099 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
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350 cited
  • 2012The Ethnography of Argumentation266 cited
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    • 2016Establishing links between conceptions, argumentation and proof through the ck¢-enriched Toulmin model60 cited