Search results

• Hala Ghousseini
  ...ni & Herbst (2016)|Pedagogies of practice and opportunities to learn about classroom mathematics discussions]]. ''[[Journal of Mathematics Teacher Education]], ...usseini (2015)|Core practices and problems of practice in learning to lead classroom discussions]]. ''[[The Elementary School Journal]], 115''(3), 334–357. ht
  602 bytes (67 words) - 00:05, 28 March 2016
• Franke, Kazemi, & Battey (2007)
  {{Title|Mathematics Teaching and Classroom Practice}} * Conceptualizing Classroom Practice
  3 KB (315 words) - 19:53, 27 May 2015
• Ghousseini (2015)
  {{Title|Core Practices and Problems of Practice in Learning to Lead Classroom Discussions}} ...e works on orienting students to each other's ideas. Resulting problems of practice are examined, along with the factors that contribute to their emergence in
  2 KB (214 words) - 23:59, 27 March 2016
• Wilhelm & Kim (2015)
  {{Title|Generalizing From Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment}} ...ue3/Generalizing-From-Observations-of-Mathematics-Teachers\_-Instructional-Practice-Using-the-Instructional-Quality-Assessment/
  2 KB (239 words) - 06:27, 12 May 2015
• Ghousseini & Herbst (2016)
  {{Title|Pedagogies of Practice and Opportunities to Learn About Classroom Mathematics Discussions}} ...n any one of them in addressing important goals for teacher learning about classroom discussions.
  3 KB (353 words) - 00:11, 28 March 2016
• Cohen (1990)
  {{Title|A Revolution in One Classroom: The Case of Mrs. Oublier}} ...l and traditional material. Policy has affected practice in this case, but practice has had an even greater effect on policy.
  2 KB (220 words) - 02:21, 28 April 2015
• Thomas Romberg
  ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  512 bytes (68 words) - 06:43, 29 October 2013
• Mieke Abels
  ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  554 bytes (72 words) - 06:45, 29 October 2013
• Brown (2002)
  {{Title|Teaching by Design: Understanding the Intersection Between Teacher Practice and the Design of Curricular Innovations}} ...Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 17–36). New York, NY: Routledge.
  2 KB (209 words) - 14:19, 17 August 2014
• Matthew Brown
  ...Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 17–36). New York, NY: Routledge. ...se materials so we can better design materials to support their changes in practice?]] (p. 11). Evanston, IL. Retrieved from http://www.letus.org/PDF/teaching_
  1 KB (136 words) - 14:08, 17 August 2014
• Dylan Wiliam
  ...Wiliam (2004)|Working inside the black box: Assessment for learning in the classroom]]. ''[[Phi Delta Kappan]]'', 86(1), 9–22. doi:10.1177/003172170408600105 ...n student achievement]]. ''[[Assessment in Education: Principles, Policy & Practice]]'', 11(1), 49–65. doi:10.1080/0969594042000208994
  2 KB (243 words) - 17:09, 13 May 2015
• Gresalfi (2009)
  ...itions are enacted in moments of interaction, and how aspects of classroom practice impact this enactment. The findings support the argument that social, affec ** Classroom Practices Are Central, Not Merely Influential
  3 KB (429 words) - 19:29, 19 February 2014
• Patricio Herbst
  ...ni & Herbst (2016)|Pedagogies of practice and opportunities to learn about classroom mathematics discussions]]. ''[[Journal of Mathematics Teacher Education]],
  672 bytes (80 words) - 00:04, 28 March 2016
• Horn (2010)
  ...nt-size: large">''Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathematics Teacher Community''</span> The article ''Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathematics Teacher Community'' was written
  5 KB (636 words) - 04:21, 1 November 2013
• Van Es & Sherin (2010)
  {{Title|The Influence of Video Clubs on Teachers' Thinking and Practice}} ...ar, teachers increasingly made space for student thinking to emerge in the classroom, probed students' underlying understandings, and learned from their student
  2 KB (304 words) - 02:03, 6 May 2015
• Jan de Lange
  ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  1 KB (160 words) - 06:47, 29 October 2013
• Cobb & Yackel (1996)
  ...students' activities, the classroom community, and broader communities of practice.
  2 KB (311 words) - 20:34, 29 May 2021
• Truus Dekker
  ...Dekker, T.]] (2007). [[Dekker (2007)|A model for constructing higher level classroom assessments]]. ''[[Mathematics Teacher]]'', 101(1), 56–62. ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  2 KB (195 words) - 20:22, 25 June 2021
• David Webb
  ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 200–220). New York, NY: Teachers College Press. ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  3 KB (332 words) - 06:36, 29 October 2013
• Erna Yackel
  ...obb, Wood, & Yackel (1996)|Discourse, mathematical thinking, and classroom practice]]. In [[Ellice Forman|E. A. Forman]], [[Norris Minick|N. Minick]], & [[Addi
  971 bytes (111 words) - 03:10, 8 November 2013
• James Hiebert
  .../Issue2/Openness-and-Measurement_-Two-Principles-for-Improving-Educational-Practice-and-Shared-Instructional-Products/ ...as Grouws|Grouws, D. A.]] (2007). [[Hiebert & Grouws (2007)|The effects of classroom mathematics teaching on students' learning]]. In [[Frank Lester|F. K. Leste
  1 KB (123 words) - 21:30, 9 November 2015
• Na'ilah Nasir
  ...l: Boundaries between "cultural" and "domain" knowledge in the mathematics classroom and beyond]]. Review of Research in Education, 32(1), 187–240. doi:10.310 ...02). [[Nasir (2002)|Identity, goals, and learning: Mathematics in cultural practice]]. Mathematical Thinking and Learning, 4(2-3), 213–247. doi:10.1207/S1532
  854 bytes (94 words) - 22:06, 30 November 2012
• Franke, Carpenter, Levi, & Fennema (2001)
  ...ow-up revealed insights about generative growth, sustainability of changed practice and professional development. *** Classroom interaction
  3 KB (397 words) - 18:13, 3 November 2013
• Edd Taylor
  [[Edd Taylor|Taylor, E. V.]] (2009). [[Taylor (2009)|The purchasing practice of low-income students: The relationship to mathematical development]]. ''[ ...l: Boundaries between "cultural" and "domain" knowledge in the mathematics classroom and beyond]]. ''[[Review of Research in Education]]'', 32(1), 187–240. do
  1 KB (135 words) - 18:59, 27 March 2016
• Brodie (2007)
  ...ssroom participants Communicating mathematics is an important mathematical practice, which supports other mathematical practices such as connecting, generalizi [[Category:Classroom Discourse]]
  2 KB (294 words) - 23:39, 27 March 2016
• Kazemi & Hubbard (2008)
  ...nd after PD, looking at the coevolution of participation between classroom practice and PD. To advance studies of and designs for PD, the authors' perspective * Practice-Based Professional Education (PBPE)
  15 KB (2,107 words) - 08:46, 3 May 2015
• Miriam Sherin
  ...Es & Sherin (2010)|The influence of video clubs on teachers' thinking and practice]]. ''[[Journal of Mathematics Teacher Education]]'', 13(2), 155–176. doi: ...Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 321–337). New York, NY: Routledge.
  1 KB (167 words) - 02:04, 6 May 2015
• Mary Kay Stein
  ...Celia Anderson|C. R. Anderson]] (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 33–44). Reston, VA: National Counc ...Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 37–55). New York, NY: Routledge.
  3 KB (420 words) - 20:26, 25 June 2021
• Ashli Black
  ...ated to capture "happenings in the classroom, teachers reflecting on their practice, and other stories from the front lines." To date, she has released 17 epis
  2 KB (252 words) - 16:36, 27 May 2015
• Hand (2012)
  ...' aims for students to "take up their space" in and beyond the mathematics classroom, then inform a model of equitable mathematics instruction. Teachers' dispos
  2 KB (201 words) - 20:40, 29 May 2021
• Boston & Wilhelm (2015)
  Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in s
  2 KB (209 words) - 01:15, 6 May 2015
• Brown & Borko (1992)
  **** The Second Grade Classroom Teaching Project *** Influences of Elements of School Practice
  2 KB (226 words) - 05:59, 3 February 2014
• NCTM Yearbooks
  ...lassroom Use (1947 NCTM Yearbook)|Surveying Instruments: Their History and Classroom Use]] (1947) ...Practice (1953 NCTM Yearbook)|The Learning of Mathematics: Its Theory and Practice]] (1953)
  9 KB (1,044 words) - 16:02, 26 June 2021
• Developing Computational Skills (1978 NCTM Yearbook)
  # Games: Practice Activities for the Basic Facts by Robert B. Ashlock and Carolynn A. Washbon # Diagnosing Computational Difficulty in the Classroom by James E. Inskeep
  1 KB (207 words) - 22:06, 25 June 2021
• Ball & Cohen (1996)
  ** Partners in Practice Commercial curriculum has an enormous influence on teaching practice ([[Goodlad (1984)|Goodlad, 1984]])<!--A place called school-->, but Ball an
  5 KB (618 words) - 01:44, 31 March 2014
• Second Handbook of Research on Mathematics Teaching and Learning
  <li>[[Franke, Kazemi, & Battey (2007)|Mathematics Teaching and Classroom Practice]] by [[Megan Franke|Megan Loef Franke]], [[Elham Kazemi]] and [[Daniel Batt <li>[[Hiebert & Grouws (2007)|The Effects of Classroom Mathematics Teaching on Students' Learning]] by [[James Hiebert|James S. Hi
  6 KB (796 words) - 21:29, 27 May 2015
• Megan Franke
  ...007). [[Franke, Kazemi, & Battey (2007)|Mathematics teaching and classroom practice]]. In [[Frank Lester|F. K. Lester]] (Ed.), ''[[Second handbook of research ...hiang, & Loef (1989)|Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study]]. ''[[American Educational Research Journa
  3 KB (361 words) - 05:09, 3 December 2015
• Elham Kazemi
  ...007). [[Franke, Kazemi, & Battey (2007)|Mathematics teaching and classroom practice]]. In [[Frank Lester|F. K. Lester]] (Ed.), ''[[Second handbook of research
  2 KB (230 words) - 19:05, 28 May 2015
• Remillard (2005)
  ...ty of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teachin * Implications for Policy and Practice
  14 KB (1,879 words) - 03:52, 11 May 2014
• Lampert (1990)
  ...erately altering the roles and responsibilities of teacher and students in classroom discourse. The project was carried out as a regular feature of lessons in f
  2 KB (315 words) - 06:59, 29 October 2013
• Paul Cobb
  ...]] (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:10.2307/1177185
  5 KB (655 words) - 05:25, 19 November 2013
• Kieran (2007)
  **** The Practice of Algebra Teaching and Influences on That Practice ...New Curricula, Approaches, and Technological Environments Into the Algebra Classroom
  5 KB (637 words) - 19:35, 6 May 2014
• Philipp (2007)
  ** 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 math
  6 KB (851 words) - 06:30, 10 February 2014
• Staples (2007)
  ...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 c
  13 KB (1,907 words) - 18:48, 5 December 2013
• Main Page
  ...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 Mc
  5 KB (572 words) - 17:01, 4 June 2021
• Davis & Krajcik (2005)
  ...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 p
  11 KB (1,464 words) - 17:44, 4 August 2014
• Elliott et al. (2009)
  ...essional development environments. The authors adapted two frameworks from classroom-based research—sociomathematical norms and practices for orchestrating pr * Frameworks for Leader Practice
  3 KB (418 words) - 20:33, 29 May 2021
• Behm & Lloyd (2009)
  * 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
• Cobb, Stephan, McClain, & Gravemeijer (2001)
  {{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 we
  34 KB (5,142 words) - 20:32, 29 May 2021
• Classics in Mathematics Education Research
  ...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

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