SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers
16 references·1 citing·46 second hop
Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers (2015)Why Use Multiple Representations in the M…International Handbook of Metacognition and Learning Technologies (2013)International Handbook of Met…Rational Numbers (2012)Rational NumbersProfessionelle Kompetenz von Lehrkräften (2012)Professionelle Kompetenz von …Content Knowledge for Teaching (2008)Content Knowledge for TeachingSupporting students' learning with multiple representations in a dynamic simulation-based learning environment (2006)Supporting students' learning…Drawing on a Theoretical Model to Study Students’ Understandings of Fractions (2006)Drawing on a Theoretical Mode…DeFT: A conceptual framework for considering learning with multiple representations (2006)DeFT: A conceptual framework …A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics (2006)A Cognitive Analysis of Probl…Principles and practice of structural equation modeling, 2nd ed. (2005)Principles and practice of st…Developing Measures of Teachers’ Mathematics Knowledge for Teaching (2004)Developing Measures of Teache…Construction and interference in learning from multiple representation (2003)Construction and interference…The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. (2002)The nature of teachers' pedag…Beliefs: A Hidden Variable in Mathematics Education? (2002)Beliefs: A Hidden Variable in…Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teachers' Beliefs and Educati…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Statistical Analysis of Sets of Congeneric Tests (1971)Statistical Analysis of Sets …Teacher efforts towards the development of students’ mathematical reasoning skills (2023)Teacher efforts towards the d…Kritik der reinen Vernunft (1911)Cours de linguistique générale (1916)Kritik der reinen Vernunft (1998)A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes (2008)Gestures as semiotic resources in the mathematics classroom (2008)How ManyDecimalsAre There Between TwoFractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation (2010)Toward a Theory of Instruction (1966)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Architecture and Instructional Design (1998)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Drawing to Learn in Science (2011)Digital support for student engagement in blended learning based on self-determination theory (2021)Strategies of Discourse Comprehension (1985)Mental Representations: A Dual Coding Approach (1986)Working Memory (1992)An Integrated Model of Text and Picture Comprehension (2005)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)Knowledge and Teaching:Foundations of the New Reform (1987)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)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)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Teacher Efficacy: Its Meaning and Measure (1998)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Concept of Mind (2006)Teacher Technology Change (2010)The Process of Education (1960)Teachers’ Content Knowledge and Pedagogical Content Knowledge (2012)Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research (2013)Teacher and Teaching Effects on Students’ Attitudes and Behaviors (2016)A General Approach to Confirmatory Maximum Likelihood Factor Analysis (1969)The Measurement of Independent and Interdependent Self-Construals (1994)Psychopathy as a Clinical and Empirical Construct (2007)Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning (2014)A Brief Guide to Structural Equation Modeling (2006)Scale Development Research (2006)Preliminary Psychometric Properties of the Acceptance and Action Questionnaire–II: A Revised Measure of Psychological Inflexibility and Experiential Avoidance (2011)The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices (2008)Improving mathematics instruction through lesson study: a theoretical model and North American case (2009)The COACTIV Model of Teachers’ Professional Competence (2013)
this work references cited by second hop

References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct8,982 cited
  • 2005Principles and practice of structural equation modeling, 2nd ed.6,095 cited
  • 2008Content Knowledge for Teaching5,381 cited
  • 2006DeFT: A conceptual framework for considering learning with multiple representations1,668 cited
  • 1971Statistical Analysis of Sets of Congeneric Tests1,479 cited
  • 2006A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics1,337 cited
  • 2003Construction and interference in learning from multiple representation941 cited
  • 2004Developing Measures of Teachers’ Mathematics Knowledge for Teaching902 cited
  • 2002Beliefs: A Hidden Variable in Mathematics Education?768 cited
  • 2002The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics.580 cited
  • 2013International Handbook of Metacognition and Learning Technologies404 cited
  • 2006Supporting students' learning with multiple representations in a dynamic simulation-based learning environment296 cited
  • 2012Professionelle Kompetenz von Lehrkräften291 cited
  • 2006

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

Drawing on a Theoretical Model to Study Students’ Understandings of Fractions
287 cited
  • 2012Rational Numbers240 cited
  • Cited by

    • 2023Teacher efforts towards the development of students’ mathematical reasoning skills45 cited