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- ...]] (2001). [[Cobb, Stephan, McClain, & Gravemeijer (2001)|Participating in classroom mathematical practices]]. ''[[Journal of the Learning Sciences]]'', 10(1/2) ...& Bowers (1999)|Cognitive and situated learning perspectives in theory and practice]]. ''[[Educational Researcher]]'', 28(2), 4–15. doi:10.2307/11771855 KB (655 words) - 05:25, 19 November 2013
- **** The Practice of Algebra Teaching and Influences on That Practice ...New Curricula, Approaches, and Technological Environments Into the Algebra Classroom5 KB (637 words) - 19:35, 6 May 2014
- ** Communities of Practice and Teacher Identity ...y teachers and the agreement (and disagreement) between stated beliefs and practice. Teachers' practices are more likely to align with their beliefs about math6 KB (851 words) - 06:30, 10 February 2014
- ...le|Supporting Whole-Class Collaborative Inquiry in a Secondary Mathematics Classroom}} ...n-depth longitudinal case study of a collaborative high school mathematics classroom was undertaken guided by the following two questions: What roles do these c13 KB (1,907 words) - 18:48, 5 December 2013
- ...oaler (2002) FLM|The Development of Disciplinary Relationships: Knowledge, Practice and Identity in Mathematics Classrooms]]'' by [[Jo Boaler]] (2002) * ''[[Cobb, Stephan, McClain, & Gravemeijer (2001)|Participating in Classroom Mathematical Practices]]'' by [[Paul Cobb]], [[Michelle Stephan]], [[Kay Mc5 KB (572 words) - 17:01, 4 June 2021
- ...her learning, by serving as cognitive tools that are situated in teachers' practice. The authors explore challenges in the design of educative curriculum mater ...oned to support teachers' daily decisions in the real-world context of the classroom ({{Cite|Collopy|2003}}). If successful, educative materials will not just p11 KB (1,464 words) - 17:44, 4 August 2014
- ...essional development environments. The authors adapted two frameworks from classroom-based research—sociomathematical norms and practices for orchestrating pr * Frameworks for Leader Practice3 KB (418 words) - 20:33, 29 May 2021
- * Book: [[Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction]] ...Papick (2004)|Tarr & Papick, 2004]]), but how that might influence future practice is not well known.14 KB (1,922 words) - 16:59, 27 March 2016
- {{Title|Participating in Classroom Mathematical Practices}} ...design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we34 KB (5,142 words) - 20:32, 29 May 2021
- ...hiang, & Loef (1989)|Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study]] by [[Thomas Carpenter]], [[Elizabeth Fenn ...hers' Conceptions of Mathematics and Mathematics Teaching to Instructional Practice]] by [[Alba Thompson]]3 KB (394 words) - 21:01, 17 May 2015
- <li>The NCTM ''Standards'' in a Japanese Primary School Classroom: Valuing Students' Diverse Ideas and Learning Paths by Aki Murata, Naoyuki <li>Embracing the Complexity of Practice as a Site for Inquiry by Theresa J. Grant and Kate Kline</li>3 KB (465 words) - 14:58, 26 June 2021
- ...Ball and Cohen suggested that curriculum materials could influence teacher practice in the following ways: * '''Partners in Practice''': For curriculum of this quality to be developed, more research is requir10 KB (1,358 words) - 17:14, 27 March 2016
- <li>[[Wilson & Kenney (2003)|Classroom and Large-Scale Assessment]] by [[Linda Wilson]] and [[Patricia Kenney]]</l ...Reform: Speaking, Inscribing, and Doing Mathematics Within Communities of Practice]] by [[Ellice Forman]]</li>4 KB (534 words) - 21:00, 17 May 2015
- ...both planning and enactment, with a goal of situating teacher learning in classroom contexts ([[Borko & Putnam (1996)|Borko & Putnam, 1996]]; [[Brown, Collins, ...s. Teachers might gain knowledge in these areas through rich narratives of practice, either presented as cases or from their own experiences ([[Brown, Collins,13 KB (1,766 words) - 01:41, 31 March 2014
- ...lower tracks. Despite this documentation, tracking persists as a normative practice in American high schools, perhaps in part because we have few models of how ** Classroom Observations and Teaching Approaches4 KB (584 words) - 17:18, 29 November 2013
- * Book: ''[[Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction]]'' ...al framework for the relationship between curriculum materials and teacher practice. In doing so, Brown conceives of teaching as a design activity in which tea17 KB (2,325 words) - 15:12, 17 August 2014
- ...manner consistent with the epistemic foundations of a discipline. Because classroom settings are complex ecologies, successful design requires a working model ...owledge is produced, although ways of knowing are associated with forms of practice. Lehrer also acknowledges constructivism ({{Cite|Piaget|1970}}) and a "comm14 KB (1,902 words) - 01:44, 28 April 2015
- ...d in a "traditional" way, isn't very transferrable to contexts outside the classroom. Learning transfer is a slippery subject for learning scientists to pin dow ...lecture and working of example problems, followed by time for students to practice similar problems. Students were tracked into one of eight different levels8 KB (1,228 words) - 03:00, 21 November 2013
- Section II: Using Perspectives to Inform Scholarly Inquiry and Practice <li>[[Casey, Fox, & Lischka (2018)|Interpretations and Uses of Classroom Video in Teacher Education: Comparisons Across Three Perspectives]] by [[St7 KB (843 words) - 23:04, 28 October 2017
- ..., T. (1997). Changing teachers: Interactions between beliefs and classroom practice. In E. Fennema & B. S. Nelson (Eds.), ''Mathematics teachers in transition' ...hiang, & Loef (1989)|Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study]]. ''[[American Educational Research Journa15 KB (1,998 words) - 23:47, 26 June 2021