Mathematics Teachers’ Knowledge for Teaching Proportion: Using Two Frameworks to Understand Knowledge in Action
Author:
Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-31726-2_17
Reference24 articles.
1. Hill, H.C., Rowan, B., Ball, D.L.: Effects of teachers’ mathematical knowledge for teaching on student achievement. Am. Educ. Res. J. 42(2), 371–406 (2005)
2. Boston, M.: Assessing instructional quality in mathematics. Elem. Sch. J. 113(1), 76–104 (2012)
3. Hill, H.C., et al.: Mathematical knowledge for teaching and the mathematical quality of instruction: an exploratory study. Cogn. Instr. 26, 430–511 (2008)
4. Copur-Gencturk, Y.: The effects of changes in mathematical knowledge on teaching: a longitudinal study of teachers’ knowledge and instruction. J. Res. Math. Educ. 46(3), 280–330 (2015)
5. Kersting, N.B., Givvin, K.B., Thompson, B.J., Santagata, R., Stigler, J.W.: Measuring usable knowledge: teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. Am. Educ. Res. J. 49(3), 568–589 (2012)
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