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The Role of Content Knowledge and Problem Features on Preservice Teachers’ Appraisal of Elementary Mathematics Tasks
16 references·0 citing·27 second hop
The Role of Content Knowledge and Problem Features on Preservice Teachers’ Appraisal of Elementary Mathematics Tasks (2006)The Role of Content Knowledge and Problem…Handbook of Educational Psychology (2013)Handbook of Educational Psych…Adding It Up: Helping Children Learn Mathematics (2013)Adding It Up: Helping Childre…A research companion to Principles and standards for school mathematics (2003)A research companion to Princ…Teaching problems and the problems of teaching (2002)Teaching problems and the pro…Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States (1999)Knowing and teaching elementa…Knowing and Teaching Elementary Mathematics (1999)Knowing and Teaching Elementa…Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning (1997)Mathematical Tasks and Studen…Handbook of educational psychology (1997)Handbook of educational psych…Reform by the Book: What Is: Or Might Be: The Role of Curriculum Materials in Teacher Learning and Instructional Reform? (1996)Reform by the Book: What Is: …Learning to teach. (1996)Learning to teach.Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms (1996)Building Student Capacity for…The unschooled mind: how children think and how schools should teach (1992)The unschooled mind: how chil…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Paradigms and research programs in the study of teaching (1986)Paradigms and research progra…Handbook of research on teaching (1986)Handbook of research on teach…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Motivational processes affecting learning. (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Stereotype threat and the intellectual test performance of African Americans. (1995)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Professional Noticing of Children's Mathematical Thinking (2010)Human Problem Solving. (1973)Perception in chess (1973)Dimensions of Consumer Expertise (1987)Problem-Based Learning: What and How Do Students Learn? (2004)Theoretical Issues in Reading Comprehension (2017)Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (2006)Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell (2008)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Content Knowledge for Teaching (2008)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)School Engagement: Potential of the Concept, State of the Evidence (2004)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)The Role of Goal Orientation in Self-Regulated Learning (2000)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)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Expectancy–Value Theory of Achievement Motivation (2000)The Power of Feedback (2007)Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005)
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References

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  • 1996Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms1,393 cited
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  • 1997Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning

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  • 2002Teaching problems and the problems of teaching986 cited
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