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Developing flexible procedural knowledge in undergraduate calculus
16 references·0 citing·39 second hop
Developing flexible procedural knowledge in undergraduate calculus (2016)Developing flexible procedural knowledge …Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015)Not a One-Way Street: Bidirec…Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis (2013)Conceptual and Procedural Kno…Adding It Up: Helping Children Learn Mathematics (2013)Adding It Up: Helping Childre…Promoting Transfer: Effects of Self-Explanation and Direct Instruction (2006)Promoting Transfer: Effects o…Reconceptualizing procedural knowledge. (2005)Reconceptualizing procedural …Learning and transfer: A general role for analogical encoding. (2003)Learning and transfer: A gene…The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom (2000)The Teaching Gap: Best Ideas …Sociomathematical Norms, Argumentation, and Autonomy in Mathematics (1996)Sociomathematical Norms, Argu…Eliciting Self‐Explanations Improves Understanding (1994)Eliciting Self‐Explanations I…Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…The Psychology of Mathematics for Instruction (1982)The Psychology of Mathematics…The theory of learning by doing. (1979)The theory of learning by doi…National Council of Teachers of Mathematics (1979)National Council of Teachers …Relational Understanding and Instrumental Understanding (1978)Relational Understanding and …Genetic Epistemology (1970)Genetic EpistemologyThe Australian Mathematics Teacher (1945)The Australian Mathematics Te…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)To Understand Is to Invent (1973)Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life (2007)Mathematics teachers’ “learning to notice” in the context of a video club (2007)Effects of Video Club Participation on Teachers' Professional Vision (2008)Thought and language (1962)Situated Cognition and the Culture of Learning (1989)The role of deliberate practice in the acquisition of expert performance. (1993)Transactive Memory Systems, Learning, and Learning Transfer (2005)Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. (2011)Toward an Instructionally Oriented Theory of Example‐Based Learning (2013)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Self-explanations: How students study and use examples in learning to solve problems (1989)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Problem-Based Learning: What and How Do Students Learn? (2004)Advances in Instructional Psychology (2019)Implications for educational practice of the science of learning and development (2019)Talking science: language, learning, and values (1991)Learning from Worked‐Out Examples: A Study on Individual Differences (1997)The development of scientific thinking skills in elementary and middle school (2007)Making sense of argumentation and explanation (2008)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Design Research: Theoretical and Methodological Issues (2004)Redefining teaching, re‐imagining teacher education (2009)Promoting Access to Knowledge, Strategy, and Disposition in Students: A Research Synthesis (1989)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)The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice (1984)Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective (1992)Teachers’ beliefs and practices related to mathematics instruction (2001)Constructing Scientific Knowledge in the Classroom (1994)Cognitive and Situated Learning Perspectives in Theory and Practice (1999)Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education (2013)
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References

  • 1979National Council of Teachers of Mathematics8,499 cited
  • 2013Adding It Up: Helping Children Learn Mathematics4,090 cited
  • 2000The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom2,548 cited
  • 1994Eliciting self-explanations improves understanding,2,114 cited
  • 1996Sociomathematical Norms, Argumentation, and Autonomy in Mathematics1,869 cited
  • 1970Genetic Epistemology1,307 cited
  • 1978Relational Understanding and Instrumental Understanding1,290 cited
  • 2013Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis1,015 cited
  • 2003Learning and transfer: A general role for analogical encoding.866 cited
  • 1994Eliciting Self‐Explanations Improves Understanding756 cited
  • 1979The theory of learning by doing.464 cited
  • 1945The Australian Mathematics Teacher434 cited
  • 1982The Psychology of Mathematics for Instruction427 cited
  • 2005Reconceptualizing procedural knowledge.423 cited
  • 2006Promoting Transfer: Effects of Self-Explanation and Direct Instruction395 cited
  • 2015Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics

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