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Beginning the Process of Rethinking Mathematics Instruction: A Professional Development Program
14 references·0 citing·34 second hop
Beginning the Process of Rethinking Mathematics Instruction: A Professional Development Program (1999)Beginning the Process of Rethinking Mathe…Mathematics Teachers in Transition (2013)Mathematics Teachers in Trans…Designing Professional Development for Teachers of Science and Mathematics (2010)Designing Professional Develo…Ten key principles from research for the professional development of mathematics teachers (2007)Ten key principles from resea…Teachers’ Beliefs and Conceptions: A Synthesis of the Research (2006)Teachers’ Beliefs and Concept…Learning Mathematics for Teaching: From a Teachers' Seminar to the Classroom (1998)Learning Mathematics for Teac…Reconceiving Mathematics Instruction: A Focus on Errors (1996)Reconceiving Mathematics Inst…Learning mathematics and learning to teach: Learning cycles in mathematics teacher education (1994)Learning mathematics and lear…Reconstructing mathematics education: stories of teachers meeting the challenge of reform (1993)Reconstructing mathematics ed…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Towards a constructivist perspective: An intervention study of mathematics teacher development (1991)Towards a constructivist pers…Mathematical Enculturation (1988)Mathematical EnculturationThe Reflective Practitioner: How Professionals Think in Action (1985)The Reflective Practitioner: …The reflective practitioner: How professionals think in action (1984)The reflective practitioner: …National Council of Teachers of Mathematics (1979)National Council of Teachers …Mathematics, Science and Epistemology (1978)Those Who Understand: Knowledge Growth in Teaching (1986)The role of beliefs in the practice of teaching (1987)Teachers’ beliefs and practices related to mathematics instruction (2001)Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Phenomenography-a research approach to investigating different understandings of reality (1986)Student achievement through staff development (1988)Lessons Learned: How Collaboration Helped Middle Grade Science Teachers Learn Project-Based Instruction (1994)Calculators in the Mathematics Curriculum: the Scope of Personal Computational Technology (1996)Are Teachers Who Need Sustained, Content-Focused Professional Development Getting It? An Administrator’s Dilemma (2006)Educational Leadership (2007)Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject (2001)Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)The laboratory in science education: Foundations for the twenty‐first century (2003)Conceptualizing Teacher Professional Learning (2011)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing (1999)Knowledge and Organization: A Social-Practice Perspective (2001)Managing the co-creation of value (2007)Teaching For Quality Learning At University (1999)Design science in information systems research (2004)Learning by Expanding (2014)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)Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics (2006)Culture and Mathematics in School: Boundaries Between “Cultural” and “Domain” Knowledge in the Mathematics Classroom and Beyond (2008)Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices (2009)Understanding teachers’ self-sustaining, generative change in the context of professional development (1998)Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice (2011)Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach (2013)
this work references cited by second hop

References

  • 1985The Reflective Practitioner: How Professionals Think in Action21,268 cited
  • 1984The reflective practitioner: How professionals think in action19,752 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 2010Designing Professional Development for Teachers of Science and Mathematics2,532 cited
  • 2006Teachers’ Beliefs and Conceptions: A Synthesis of the Research1,862 cited
  • 1988Mathematical Enculturation528 cited
  • 2013Mathematics Teachers in Transition270 cited
  • 1993Reconstructing mathematics education: stories of teachers meeting the challenge of reform220 cited
  • 1991Towards a constructivist perspective: An intervention study of mathematics teacher development180 cited
  • 1998Learning Mathematics for Teaching: From a Teachers' Seminar to the Classroom151 cited
  • 1996Reconceiving Mathematics Instruction: A Focus on Errors144 cited
  • 2007Ten key principles from research for the professional development of mathematics teachers102 cited
  • 1994Learning mathematics and learning to teach: Learning cycles in mathematics teacher education83 cited

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