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Educating New Mathematics Teachers: Integrating Theory and Practice, and the Roles of Practising Teachers
16 references·4 citing·29 second hop
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1985The Reflective Practitioner: How Professionals Think in Action21,268 cited
  • 1984The reflective practitioner: How professionals think in action19,752 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1997The Tacit Dimension12,409 cited
  • 1986Handbook of research on teaching10,502 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 1988Cognition in Practice5,157 cited
  • 1990Handbook of research on teacher education3,748 cited
  • 1999Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States1,829 cited
  • 1999Knowing and Teaching Elementary Mathematics1,414 cited
  • 1997International Handbook of Mathematics Education1,316 cited
  • 1978Relational Understanding and Instrumental Understanding1,290 cited
  • 1987Exploring teachers' thinking1,021 cited
  • 1990The culture of acquisition and the practice of understanding

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978 cited

Cited by

  • 2006Learning Through Reflection in Mathematics Teacher Education66 cited
  • 2009Secondary mathematics cooperating teachers’ perceptions of the purpose of student teaching53 cited
  • 2011The education of mathematically gifted students: Some complexities and questions51 cited
  • 2010The growth of reflective practice among three beginning secondary mathematics teachers51 cited