Elizabeth Fennema: Difference between revisions
imported>Raymond Johnson Created page with "== Publications == Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). [[Franke, Carpe..." |
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== Publications == | == Publications == | ||
[[Megan Franke|Franke, M. L.]], [[Thomas Carpenter|Carpenter, T. P.]], [[Linda Levi|Levi, L.]], & [[Elizabeth Fennema|Fennema, E.]] (2001). [[Franke, Carpenter, Levi, & Fennema (2001)|Capturing teachers’ generative change: A follow-up study of professional development in mathematics]]. American Educational Research Journal, 38(3), 653–689. doi:10.3102/00028312038003653 | [[Megan Franke|Franke, M. L.]], [[Thomas Carpenter|Carpenter, T. P.]], [[Linda Levi|Levi, L.]], & [[Elizabeth Fennema|Fennema, E.]] (2001). [[Franke, Carpenter, Levi, & Fennema (2001)|Capturing teachers’ generative change: A follow-up study of professional development in mathematics]]. ''[[American Educational Research Journal]]'', 38(3), 653–689. doi:10.3102/00028312038003653 | ||
[[Elizabeth Fennema|Fennema, E.]], [[Thomas Carpenter|Carpenter, T. P.]], [[Megan Franke|Franke, M. L.]], [[Linda Levi|Levi, L.]], [[Victoria Jacobs|Jacobs, V. R.]], & [[Susan Empson|Empson, S. B.]] (1996). [[Fennema, Carpenter, Franke, Levi, Jacobs, & Empson (1996)|A longitudinal study of learning to use children’s thinking in mathematics instruction]]. Journal for Research in Mathematics Education, 27(4), 403–434. doi:10.2307/749875 | [[Elizabeth Fennema|Fennema, E.]], [[Thomas Carpenter|Carpenter, T. P.]], [[Megan Franke|Franke, M. L.]], [[Linda Levi|Levi, L.]], [[Victoria Jacobs|Jacobs, V. R.]], & [[Susan Empson|Empson, S. B.]] (1996). [[Fennema, Carpenter, Franke, Levi, Jacobs, & Empson (1996)|A longitudinal study of learning to use children’s thinking in mathematics instruction]]. ''[[Journal for Research in Mathematics Education]]'', 27(4), 403–434. doi:10.2307/749875 | ||
[[Thomas Carpenter|Carpenter, T. P.]], [[Elizabeth Fennema|Fennema, E.]], & [[Megan Franke|Franke, M. L.]] (1996). [[Carpenter, Fennema, & Franke (1996)|Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction]]. The Elementary School Journal, 97(1), 3–20. doi:10.1086/461846 | [[Thomas Carpenter|Carpenter, T. P.]], [[Elizabeth Fennema|Fennema, E.]], & [[Megan Franke|Franke, M. L.]] (1996). [[Carpenter, Fennema, & Franke (1996)|Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction]]. ''[[The Elementary School Journal]]'', 97(1), 3–20. doi:10.1086/461846 | ||
[[Elizabeth Fennema|Fennema, E.]], & [[Megan Franke|Franke, M. L.]] (1992). [[Fennema & Franke (1992)|Teachers knowledge and its impact]]. In [[Douglas Grouws|D. A. Grouws]] (Ed.), [[Handbook of research on mathematics teaching and learning]] (pp. 147–164). Reston, VA: National Council of Teachers of Mathematics. | [[Elizabeth Fennema|Fennema, E.]], & [[Megan Franke|Franke, M. L.]] (1992). [[Fennema & Franke (1992)|Teachers knowledge and its impact]]. In [[Douglas Grouws|D. A. Grouws]] (Ed.), ''[[Handbook of research on mathematics teaching and learning]]'' (pp. 147–164). Reston, VA: National Council of Teachers of Mathematics. | ||
[[Thomas Carpenter|Carpenter, T. P.]], [[Elizabeth Fennema|Fennema, E.]], [[Penelope Peterson|Peterson, P. L.]], [[Chi-Pang Chiang|Chiang, C.-P.]], & [[Megan Franke|Loef, M.]] (1989). [[Carpenter, Fennema, Peterson, Chiang, & Loef (1989)|Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study]]. American Educational Research Journal, 26(4), 499–531. doi:10.3102/00028312026004499 | [[Thomas Carpenter|Carpenter, T. P.]], [[Elizabeth Fennema|Fennema, E.]], [[Penelope Peterson|Peterson, P. L.]], [[Chi-Pang Chiang|Chiang, C.-P.]], & [[Megan Franke|Loef, M.]] (1989). [[Carpenter, Fennema, Peterson, Chiang, & Loef (1989)|Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study]]. ''[[American Educational Research Journal]]'', 26(4), 499–531. doi:10.3102/00028312026004499 | ||
[[Penelope Peterson|Peterson, P. L.]], [[Elizabeth Fennema|Fennema, E.]], [[Thomas Carpenter|Carpenter, T. P.]], & [[Megan Franke|Loef, M.]] (1989). [[Peterson, Fennema, Carpenter, & Loef (1989)|Teachers’ pedagogical content beliefs in mathematics]]. Cognition and Instruction, 6(1), 1–40. doi:10.1207/s1532690xci0601_1 | [[Penelope Peterson|Peterson, P. L.]], [[Elizabeth Fennema|Fennema, E.]], [[Thomas Carpenter|Carpenter, T. P.]], & [[Megan Franke|Loef, M.]] (1989). [[Peterson, Fennema, Carpenter, & Loef (1989)|Teachers’ pedagogical content beliefs in mathematics]]. ''[[Cognition and Instruction]]'', 6(1), 1–40. doi:10.1207/s1532690xci0601_1 | ||
[[Category:People|Fennema, Elizabeth]] | [[Category:People|Fennema, Elizabeth]] | ||
Revision as of 21:20, 27 October 2013
Publications
Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653–689. doi:10.3102/00028312038003653
Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403–434. doi:10.2307/749875
Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal, 97(1), 3–20. doi:10.1086/461846
Fennema, E., & Franke, M. L. (1992). Teachers knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147–164). Reston, VA: National Council of Teachers of Mathematics.
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C.-P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499–531. doi:10.3102/00028312026004499
Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1–40. doi:10.1207/s1532690xci0601_1