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• Perspectives on the Teaching of Mathematics (2004 NCTM Yearbook)
  <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
• Educative curriculum materials
  ...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 requir
  10 KB (1,358 words) - 17:14, 27 March 2016
• A Research Companion to Principles and Standards for School Mathematics
  <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
• Schneider & Krajcik (2002)
  ...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
• Boaler & Staples (2008)
  ...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 Approaches
  4 KB (584 words) - 17:18, 29 November 2013
• Brown (2009)
  * 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 tea
  17 KB (2,325 words) - 15:12, 17 August 2014
• Lehrer (2009)
  ...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 "comm
  14 KB (1,902 words) - 01:44, 28 April 2015
• Boaler (1998)
  ...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 levels
  8 KB (1,228 words) - 03:00, 21 November 2013
• Building Support for Scholarly Practices in Mathematics Methods
  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 [[St
  7 KB (843 words) - 23:04, 28 October 2017
• Elizabeth Fennema
  ..., 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 Journa
  15 KB (1,998 words) - 23:47, 26 June 2021
• Compendium for Research in Mathematics Education
  <li>Linking Research and Practice in Mathematics Education: Perspectives and Pathways by [[Edward Silver|Edwa ...hlighting Heritages and Building Tasks: A Critical Analysis of Mathematics Classroom Discourse Literature by [[Beth Herbel-Eisenmann]], [[Tamsin Meaney]], [[Jes
  7 KB (933 words) - 05:55, 4 June 2021
• Gutiérrez (2018)
  ...uggle lies in understanding and negotiating the politics in their everyday practice. This is particularly true in mathematics, where teachers may expect their ...vice teachers can align themselves with a more critical perspective in the classroom by using social justice curricular materials ({{Cite|Esmonde|2014}}; {{Cite
  11 KB (1,500 words) - 06:58, 29 October 2017
• Word Problems
  ...ply their knowledge and understanding of the world back into a mathematics classroom. Having been conditioned with years of arithmetic, almost always involving ...ath textbooks reinforce this belief by placing word problems at the end of practice sets. This belief or assumption has been shown to be false, at least under
  24 KB (3,603 words) - 22:29, 30 January 2018
• Stein, Remillard, & Smith (2007)
  * Classroom structures and norms ([[Doyle (1983)|Doyle, 1983]]) ...se textbooks as a classroom resource traditionally seen as the provider of practice exercises while curriculum includes instructional guides that emphasize bot
  26 KB (3,419 words) - 19:46, 23 May 2015

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