Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Listening for Differences: An Evolving Conception of Mathematics Teaching

16 references·16 citing·33 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1994Handbook of Qualitative Research26,587 cited
1982Phenomenology of Perception11,940 cited
1979Mind and Nature: A Necessary Unity3,975 cited
1992The Tree of Knowledge: The Biological Roots of Human Understanding3,263 cited
1964Phenomenology of Perception.3,160 cited
1994Introduction : Entering the field of qualitative research2,944 cited
1980Social Class and the Hidden Curriculum of Work1,541 cited
2012Common Knowledge : The Development of Understanding in the Classroom1,330 cited
1988Mind and nature : a necessary unity1,133 cited
1984The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice803 cited
1992Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective772 cited
1990Constructivist Views on the Teaching and Learning of Mathematics597 cited
1991The malaise of modernity535 cited
1991An Exposition of Constructivism: Why Some Like it Radical437 cited
1983Active mathematics teaching276 cited
1990Contingency, Irony, Solidarity.

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

260 cited

Cited by

2012Developing a Theory of Formative Assessment210 cited
2014Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking185 cited
2001Reducing Resistance to Diversity through Cognitive Dissonance Instruction153 cited
2013A Framework for Textbook Analysis133 cited
2002Forms and substance in learner-centred teaching: teachers’ take-up from an in-service programme in South Africa112 cited
2006Middle Grade Teachers’ Learning through Students’ Engagement with Modeling Tasks*105 cited
2015Eliciting, Identifying, Interpreting, and Responding to Students’ Ideas: Teacher Candidates’ Growth in Formative Assessment Practices97 cited
2003Promoting productive mathematical classroom discourse with diverse students95 cited
2015Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work93 cited
2006Examining the Tasks of Teaching When Using Students' Mathematical Thinking85 cited
2017Characterizing teacher attention to student thinking: A role for epistemological messages83 cited
2007Learning to listen: from historical sources to classroom practice74 cited
2011Teacher listening: The role of knowledge of content and students69 cited
2020Characterizing the formative assessment enactment of experienced science teachers61 cited
2011A framework for analyzing the collaborative construction of arguments and its interplay with agency60 cited
2020Feeling Heard: Inclusive Education, Transformative Learning, and Productive Struggle59 cited