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Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective
16 references·0 citing·44 second hopsampled
Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective (2021)Teachers’ Mathematics Knowledge for Teach…The mathematics teacher’s specialised knowledge (MTSK) model* (2018)The mathematics teacher’s spe…The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade (2014)The Development of Children's…Clarifying differences between review designs and methods (2012)Clarifying differences betwee…Functional Thinking as a Route Into Algebra in the Elementary Grades (2011)Functional Thinking as a Rout…Early Algebraization (2011)Early AlgebraizationDeclaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis (2010)Declaración PRISMA: una propu…Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students (2008)Unpacking Pedagogical Content…Proceedings of the British Society for Research into Learning Mathematics (2008)Proceedings of the British So…Content Knowledge for Teaching (2008)Content Knowledge for TeachingEarly algebra and mathematical generalization (2007)Early algebra and mathematica…Elementary Teachers’ Mathematics Subject Knowledge: the Knowledge Quartet and the Case of Naomi (2005)Elementary Teachers’ Mathemat…Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005)Effects of Teachers’ Mathemat…Characterizing a Classroom Practice that Promotes Algebraic Reasoning. (2005)Characterizing a Classroom Pr…Learning Policy (2001)Learning PolicyKnowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…National Council of Teachers of Mathematics (1979)Handbook of research on mathematics teaching and learning (1992)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research (2013)Teachers’ AI-TPACK: Exploring the Relationship between Knowledge Elements (2024)Concepts associated with the equality symbol (1981)The Learning and Teaching of School Algebra (2006)The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms (2008)Characteristics of Effective Teaching of Mathematics: A View from the West (2009)Cochrane Handbook for Systematic Reviews of Interventions (2008)The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration (2009)The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration (2009)La extensión de la declaración PRISMA para revisiones sistemáticas que incorporan metaanálisis en red: PRISMA-NMA (2016)Women Entrepreneurship: A Systematic Review to Outline the Boundaries of Scientific Literature (2020)Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education (2021)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)Synthesizing information systems knowledge: A typology of literature reviews (2014)Sustainability‐oriented Innovation: A Systematic Review (2015)Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach (2018)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)THE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.75 (1968)The Reflective Practitioner: How Professionals Think in Action. (1987)The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices (2008)Assessment of teacher knowledge across countries: a review of the state of research (2012)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)Adding It Up: Helping Children Learn Mathematics (2013)Handbook of research on teaching (1986)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)The Work of Teaching and the Challenge for Teacher Education (2009)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)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Constructing grounded theory (2014)Relationships Between the Knowledge of Practices in Mathematics and the Pedagogical Content Knowledge of a Mathematics Lecturer (2019)Teaching Mathematics at Distance: A Challenge for Universities (2020)Pedagogical content knowledge (PCK) in higher education: A systematic scoping review (2024)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching21,062 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,977 cited
  • 2008Content Knowledge for Teaching5,632 cited
  • 2005Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement2,843 cited
  • 2008Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students1,690 cited
  • 2010Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis1,453 cited
  • 2012Clarifying differences between review designs and methods1,087 cited
  • 2005Elementary Teachers’ Mathematics Subject Knowledge: the Knowledge Quartet and the Case of Naomi561 cited
  • 2005Characterizing a Classroom Practice that Promotes Algebraic Reasoning.422 cited
  • 2018The mathematics teacher’s specialised knowledge (MTSK) model*415 cited
  • 2001Learning Policy361 cited
  • 2014The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade249 cited
  • 2007Early algebra and mathematical generalization243 cited
  • 2011Functional Thinking as a Route Into Algebra in the Elementary Grades178 cited
  • 2008

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Proceedings of the British Society for Research into Learning Mathematics
149 cited
  • 2011Early Algebraization126 cited
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