SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations
16 references·0 citing·49 second hop
To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations (2019)To teach or not to teach the conceptual s…Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016)Examining Productive Failure,…Active learning increases student performance in science, engineering, and mathematics (2014)Active learning increases stu…Toward an Instructionally Oriented Theory of Example‐Based Learning (2013)Toward an Instructionally Ori…Effects of pairs of problems and examples on task performance and different types of cognitive load (2013)Effects of pairs of problems …Accuracy of teachers' judgments of students' academic achievement: A meta-analysis. (2012)Accuracy of teachers' judgmen…Knowing and Teaching Elementary Mathematics (2010)Knowing and Teaching Elementa…Enhancing interest and performance with a utility value intervention. (2010)Enhancing interest and perfor…Does discovery-based instruction enhance learning? (2010)Does discovery-based instruct…Redefining teaching, re‐imagining teacher education (2009)Redefining teaching, re‐imagi…Pedagogical content knowledge and content knowledge of secondary mathematics teachers. (2008)Pedagogical content knowledge…Instructional Efficiency: Revisiting the Original Construct in Educational Research (2008)Instructional Efficiency: Rev…Back to the Future: Directions for Research in Teaching and Teacher Education (2008)Back to the Future: Direction…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Handbook of Research on Teaching (2001)Handbook of Research on Teach…How we know--and sometimes misjudge--what others know: Imputing one's own knowledge to others. (1999)How we know--and sometimes mi…When Good Teaching Leads to Bad Results: The Disasters of 'Well-Taught' Mathematics Courses (1988)When Good Teaching Leads to B…Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Practical Meta-Analysis (2000)Does Active Learning Work? A Review of the Research (2004)Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (2019)Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020)AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking (2025)A Coefficient of Agreement for Nominal Scales (1960)Book Reviews: Statistical Methods for Meta-Analysis Larry V. Hedges and Ingram Olkin New York: Academic Press, 1985. xxii + 369 pp (1988)Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model (2017)Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2018)Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020)The Schools We Need and Why We Don't Have Them (1998)Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components (2009)Considerations for Teaching Integrated STEM Education (2012)Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research (2013)Handbook of research on teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)Educating the reflective practitioner (1987)Learning Teaching in, from, and for Practice: What Do We Mean? (2009)Core Practices and Pedagogies of Teacher Education (2013)The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020)Thought and language (1962)Judgment under Uncertainty: Heuristics and Biases (1975)The Functional Architecture of Human Empathy (2004)On seeing human: A three-factor theory of anthropomorphism. (2007)Empathy: A Review of the Concept (2014)Mind, Self, and Society (2015)The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organizational Fields (1983)Communities of practice learning, meaning, and identity (1999)The iron cage revisited institutional isomorphism and collective rationality in organizational fields (2004)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)The Work of Teaching and the Challenge for Teacher Education (2009)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)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)Conceptualizing Teacher Professional Learning (2011)How Does Professional Development Improve Teaching? (2016)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Self-Efficacy: The Exercise of Control (1999)Social-Psychological Interventions in Education (2011)Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields (2013)Why are some STEM fields more gender balanced than others? (2016)The origins of intelligence in children. (1952)Cognitive Load During Problem Solving: Effects on Learning (1988)Phases of inquiry-based learning: Definitions and the inquiry cycle (2015)Implications for educational practice of the science of learning and development (2019)Reconsidering research on teachers’ professional identity (2004)
this work references cited by second hop

References

  • 2014Active learning increases student performance in science, engineering, and mathematics11,824 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,598 cited
  • 2001Handbook of Research on Teaching2,437 cited
  • 2009Redefining teaching, re‐imagining teacher education2,011 cited
  • 2010Does discovery-based instruction enhance learning?1,569 cited
  • 2008Back to the Future: Directions for Research in Teaching and Teacher Education1,252 cited
  • 1999How we know--and sometimes misjudge--what others know: Imputing one's own knowledge to others.869 cited
  • 2010Enhancing interest and performance with a utility value intervention.840 cited
  • 2012Accuracy of teachers' judgments of students' academic achievement: A meta-analysis.702 cited
  • 2010Knowing and Teaching Elementary Mathematics654 cited
  • 1988When Good Teaching Leads to Bad Results: The Disasters of 'Well-Taught' Mathematics Courses624 cited
  • 2016Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning624 cited
  • 2013Toward an Instructionally Oriented Theory of Example‐Based Learning574 cited
  • 2013Effects of pairs of problems and examples on task performance and different types of cognitive load556 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

2008
Instructional Efficiency: Revisiting the Original Construct in Educational Research
506 cited
  • 2008Pedagogical content knowledge and content knowledge of secondary mathematics teachers.500 cited
  • Cited by

    No citing works inside the corpus for this window.