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A Local Instruction Theory for the Development of Number Sense
16 references·0 citing·31 second hop
A Local Instruction Theory for the Development of Number Sense (2010)A Local Instruction Theory for the Develo…Adding It Up: Helping Children Learn Mathematics (2013)Adding It Up: Helping Childre…Second Handbook of Research on Mathematics Teaching and Learning. (2007)Second Handbook of Research o…The teacher educator as a role model (2006)The teacher educator as a rol…Handbook of research design in mathematics and science education (2000)Handbook of research design i…Cognitive and Situated Learning Perspectives in Theory and Practice (1999)Cognitive and Situated Learni…Cognitive and Situated Learning Perspectives in Theory and Practice (1999)Cognitive and Situated Learni…Reflective Discourse and Collective Reflection (1997)Reflective Discourse and Coll…Sociomathematical Norms, Argumentation, and Autonomy in Mathematics (1996)Sociomathematical Norms, Argu…Constructivist, emergent, and sociocultural perspectives in the context of developmental research (1996)Constructivist, emergent, and…Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction (1996)Cognitively Guided Instructio…Reconstructing Mathematics Pedagogy from a Constructivist Perspective (1995)Reconstructing Mathematics Pe…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Situated Learning (1991)Situated LearningNumber Sense as Situated Knowing in a Conceptual Domain (1991)Number Sense as Situated Know…National Council of Teachers of Mathematics (1979)National Council of Teachers …Motivational processes affecting learning. (1986)Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (1987)Knowledge and Teaching:Foundations of the New Reform (1987)Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008)Professional Noticing of Children's Mathematical Thinking (2010)The Common Core State Standards in Mathematics (2015)Apprenticeship in Thinking (1990)Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers (2002)Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development (2003)Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2011)To Understand Is to Invent (1973)Mathematics teachers’ “learning to notice” in the context of a video club (2007)Effects of Video Club Participation on Teachers' Professional Vision (2008)The growth of logical thinking: From childhood to adolescence. (1958)A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction (1996)Creative Teaching: Collaborative Discussion as Disciplined Improvisation (2004)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)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations (2008)Quantitative, Qualitative, and Mixed Research Methods in Engineering Education (2009)Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 2013Adding It Up: Helping Children Learn Mathematics4,090 cited
  • 2007Second Handbook of Research on Mathematics Teaching and Learning.3,091 cited
  • 1996Sociomathematical Norms, Argumentation, and Autonomy in Mathematics1,869 cited
  • 1995Reconstructing Mathematics Pedagogy from a Constructivist Perspective1,477 cited
  • 2000Handbook of research design in mathematics and science education1,122 cited
  • 1996Constructivist, emergent, and sociocultural perspectives in the context of developmental research811 cited
  • 1999Cognitive and Situated Learning Perspectives in Theory and Practice729 cited
  • 2006The teacher educator as a role model586 cited
  • 1996Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction541 cited
  • 1991Number Sense as Situated Knowing in a Conceptual Domain522 cited
  • 1999Cognitive and Situated Learning Perspectives in Theory and Practice427 cited

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  • 1997Reflective Discourse and Collective Reflection416 cited
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