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- {{Title|Embracing Nepantla: Rethinking "Knowledge" and Its Use in Mathematics Teaching}} ...re holistic/connected perspective to the "knowledge" teachers may need for teaching and highlight how it might align with broader definitions of mathematics. I2 KB (262 words) - 03:04, 29 October 2017
- ...cation community and the conceptualization of ''mathematical knowledge for teaching'' ([[Hill, Schilling, & Ball (2004)|Hill, Schilling, & Ball, 2004]]; [[Hill ...L. S.]] (1986). [[Shulman (1986)|Those who understand: Knowledge growth in teaching]]. ''[[Educational Researcher]]'', 15(2), 4–14. doi:10.3102/0013189X01500657 bytes (69 words) - 04:04, 29 October 2013
- ...ry:Professional Organizations|professional organization]] dedicated to the teaching and learning of mathematics. * [[Mathematics Teaching in the Middle School]]1 KB (116 words) - 23:24, 31 August 2016
- ...the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching''</span> ...the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching'' was written by [[Magdalene Lampert]] and published in the [[American Educ2 KB (315 words) - 06:59, 29 October 2013
- ...an Schoenfeld]] and, from [[NCTM]]'s [[Handbook of Research on Mathematics Teaching and Learning]] summarizes the existing research on problem solving and poin ...ion, and sense making in mathematics." Handbook of research on mathematics teaching and learning (1992): 334-370.606 bytes (81 words) - 15:13, 31 May 2015
- {{Title|Teachers' Use of Their Mathematical Knowledge for Teaching in Learning a Mathematics Learning Trajectory}} ...ge; this learning is mediated by teachers' prior mathematics knowledge for teaching. We conclude with considerations for researchers and professional developer2 KB (309 words) - 05:14, 23 May 2015
- <span style="font-size: large">''Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathe The article ''Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathe5 KB (636 words) - 04:21, 1 November 2013
- {{Title|Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study}} ...diverse professions and the mathematical knowledge that is specialized to teaching. We use a series of five case studies and associated quantitative data to d2 KB (297 words) - 02:53, 29 October 2017
- ...ciety. A geography educator rather than a mathematics educator, Edelson's "teaching as design" work with [[Matthew Brown]] has been useful to mathematics educa ...W.]], & [[Daniel Edelson|Edelson, D. C.]] (2003). [[Brown & Edelson (2003)|Teaching as design: Can we better understand the ways in which teachers use material850 bytes (114 words) - 20:04, 10 May 2014
- {{Title|With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics}} ...lassroom practices in the spirit of these ideals. With a window on her own teaching of elementary school mathematics, the author presents three dilemmas-of con3 KB (390 words) - 00:38, 17 September 2014
- ...tical behavior. Essentially, a teaching experiment consists of a series of teaching episodes and individual interviews that covers an extended period of time-- ** The Constructivist view of Teaching3 KB (330 words) - 05:33, 19 November 2013
- {{Title|Teaching by Design: Understanding the Intersection Between Teacher Practice and the ...W.]], & [[Daniel Edelson|Edelson, D. C.]] (2003). [[Brown & Edelson (2003)|Teaching as design: Can we better understand the ways in which teachers use material2 KB (209 words) - 14:19, 17 August 2014
- ...pv=0 Google Books], [http://www.amazon.com/Experiencing-School-Mathematics-Teaching-Setting/dp/0335199623/ Amazon] : Boaler, J. (1997). ''Experiencing school mathematics: Teaching styles, sex, and setting''. Buckingham, UK: Open University Press.864 bytes (107 words) - 22:14, 30 May 2021
- ...rom a whole-class, constructivist teaching experiment in which problems of teaching practice required the teacher/researcher to explore the pedagogical implica * Theory Meets Practice in the Context of a Teaching Experiment3 KB (426 words) - 03:42, 1 September 2014
- {{Title|The "Problem" of Experience in Mathematics Teaching}} ...nt, teachers tended to rely on their particular conceptions of mathematics teaching to address these challenges. Despite the fact that the TG provided suggesti4 KB (539 words) - 20:47, 22 November 2013
- ...hing. But observation of her classroom reveals that the innovations in her teaching have been filtered through a very traditional approach to instruction. The2 KB (220 words) - 02:21, 28 April 2015
- ...Lester|F. K. Lester]] (Ed.), [[Second handbook of research on mathematics teaching and learning]] (pp. 371–404). Charlotte, NC: Information Age.768 bytes (94 words) - 02:26, 21 October 2013
- * Book: ''[[Second Handbook of Research on Mathematics Teaching and Learning]]'' ...e: http://www.infoagepub.com/products/Second-Handbook-Research-Mathematics-Teaching-Learning1 KB (165 words) - 02:47, 20 November 2013
- {{Title|Teaching and Learning Mathematics for Social Justice in an Urban, Latino School}} ...blications/journal-for-research-in-mathematics-education/2003/Vol34/Issue1/Teaching-and-Learning-Mathematics-for-Social-Justice-in-an-Urban,-Latino-School/2 KB (262 words) - 03:27, 29 October 2017
- ...ook)|Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning]]. Mahwah, NJ: Lawrence Erlbaum Associ * [[Jo Boaler|Boaler, J.]] (2002). [[Boaler (2002) JRME|Learning from teaching: Exploring the relationship between reform curriculum and equity]]. ''[[Jou972 bytes (115 words) - 15:15, 21 April 2015