Alison Castro Superfine

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Revision as of 21:15, 22 November 2013 by imported>Raymond Johnson (added Fisher & Castro Superfine (2013))
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Publications

Fisher, A., & Castro Superfine, A. (2013). Analyzing teacher instructional moves around high-level tasks: Implications for curriculum design. In M. V. Martinez & A. Castro Superfine (Eds.), Thirty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 82–85). Chicago, IL: University of Illinois at Chicago. Retrieved from http://pmena.org/2013/proceedings.html

Superfine, A. C. (2009). The "problem" of experience in mathematics teaching. School Science and Mathematics, 109(1), 7–19. doi:10.1111/j.1949-8594.2009.tb17858.x

Superfine, A. C. (2008). Planning for mathematics instruction: A model of experienced teachers' planning processes in the context of a reform mathematics curriculum. The Mathematics Educator, 18(2), 11–22. Retrieved from http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2_Castro-Superfine.pdf

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