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Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom

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2014Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking185 cited
2011A Collective Case Study of the Influence of Teachers' Beliefs and Knowledge on Error-Handling Practices During Class Discussion of Mathematics157 cited

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2008

Die Untersuchung des professionellen Wissens deutscher Mathematik-Lehrerinnen und -Lehrer im Rahmen der COACTIV-Studie

137 cited

2013Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools135 cited

2007Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks135 cited

2014Learning from comparison in algebra108 cited

2010Teachers’ conceptions of representation in middle school mathematics94 cited

2012Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues93 cited

2012Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks92 cited

2007Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks74 cited

2015The problem of assessing problem solving: can comparative judgement help?67 cited

2017Using comparison of multiple strategies in the mathematics classroom: lessons learned and next steps65 cited

2016Assessment in Mathematics Education60 cited

2008Solution Spaces of Multiple-Solution Connecting Tasks as a Mirror of the Development of Mathematics Teachers’ Knowledge56 cited

2015How do contrasting cases and self-explanation promote learning? Evidence from fraction division54 cited

2015Student, teacher, and instructional characteristics related to students' gains in flexibility54 cited