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Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions
16 references·11 citing·32 second hop
Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions (2009)Knowledge Needed by a Teacher to Provide …Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students (2008)Unpacking Pedagogical Content…Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell (2008)Orchestrating Productive Math…Content Knowledge for Teaching (2008)Content Knowledge for TeachingEffects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005)Effects of Teachers’ Mathemat…Developing Measures of Teachers’ Mathematics Knowledge for Teaching (2004)Developing Measures of Teache…Teaching problems and the problems of teaching (2002)Teaching problems and the pro…Teacher Preparation Research (2002)Teacher Preparation ResearchTeachers: Beliefs and knowledge. (1996)Teachers: Beliefs and knowled…Learning to teach. (1996)Learning to teach.A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction (1996)A Longitudinal Study of Learn…With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics (1993)With an Eye on the Mathematic…Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Basics of Qualitative Researc…A Revolution in One Classroom: The Case of Mrs. Oublier (1990)A Revolution in One Classroom…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Handbook of research on teaching (1986)Handbook of research on teach…National Council of Teachers of Mathematics (1979)National Council of Teachers …When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance (2022)When Active Learning Is Inequ…Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China (2020)Relationship between pre-serv…Teacher Knowledge for Active-Learning Instruction: Expert–Novice Comparison Reveals Differences (2018)Teacher Knowledge for Active-…Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking (2018)Pedagogical knowledge for act…Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles (2017)Inquiry-Oriented Instruction:…Making Progress on Mathematical Knowledge for Teaching (2016)Making Progress on Mathematic…Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom (2015)Scaffolding norms of argument…Definitions of mathematical knowledge for teaching: using these constructs in research on secondary and college mathematics teachers (2014)Definitions of mathematical k…What counts as evidence for the long-term realisation of whole-class scaffolding? (2013)What counts as evidence for t…Teacher listening: The role of knowledge of content and students (2011)Teacher listening: The role o…Editorial: The Task of Research Manuscripts—Advancing the Field of Mathematics Education (2010)Editorial: The Task of Resear…Handbook of research on mathematics teaching and learning (1992)Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants (2009)Improving mathematics instruction through lesson study: a theoretical model and North American case (2009)Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research (2013)The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom (2000)Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning (2009)Using video to teach future teachers to learn from teaching (2010)PISA 2012 Assessment and Analytical Framework (2013)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)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)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teacher efficacy: capturing an elusive construct (2001)Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective (2000)Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence (2016)Competing paradigms in qualitative research. (1994)Qualitative Content Analysis (2008)Document Analysis as a Qualitative Research Method (2009)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)The Work of Teaching and the Challenge for Teacher Education (2009)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)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)
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References

  • 1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.29,249 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1986Handbook of research on teaching10,502 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 2008Content Knowledge for Teaching5,381 cited
  • 2005Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement2,810 cited
  • 2008Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students1,679 cited
  • 1996Learning to teach.1,655 cited
  • 2008Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell1,218 cited
  • 1996Teachers: Beliefs and knowledge.1,217 cited
  • 1993With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics1,008 cited
  • 2002Teaching problems and the problems of teaching986 cited
  • 2004Developing Measures of Teachers’ Mathematics Knowledge for Teaching902 cited
  • 1996A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction781 cited
  • 1990A Revolution in One Classroom: The Case of Mrs. Oublier

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678 cited
  • 2002Teacher Preparation Research422 cited
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    • 2020Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China125 cited
    • 2014Definitions of mathematical knowledge for teaching: using these constructs in research on secondary and college mathematics teachers106 cited
    • 2018Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking94 cited
    • 2022When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance80 cited
    • 2016Making Progress on Mathematical Knowledge for Teaching78 cited
    • 2015Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom77 cited
    • 2011Teacher listening: The role of knowledge of content and students69 cited
    • 2018Teacher Knowledge for Active-Learning Instruction: Expert–Novice Comparison Reveals Differences69 cited
    • 2017Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles68 cited
    • 2013What counts as evidence for the long-term realisation of whole-class scaffolding?42 cited
    • 2010Editorial: The Task of Research Manuscripts—Advancing the Field of Mathematics Education17 cited