Prospective Teachers’ Instructional Decisions and Pedagogical Moves when Responding to Student Thinking in Elementary Mathematics and Science Lessons

Author:

Estapa Anne,Davis Jeni

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference67 articles.

1. Amador, J., Weston, T., Estapa, A., Kosko, K., & De Araujo, Z. (2016). Animations as a transformational approximation of practice to communicate professional noticing. Journal ofTechnology and Teacher Education, 24(2), 127–151.

2. Amador, J. M., Estapa, A., Kosko, K., & Weston, T. (2021). Prospective teachers’ noticing and mathematical decisions to respond: using technology to approximate practice. International Journal of Mathematical Education in Science and Technology, 52(1), 3–22.

3. de Araujo, Z., Amador, J., Estapa, A., Weston, T., Aming-Attai, R & Kosko, K. (2015). Animating pre-service teacher noticing. Mathematics Teacher Education and Development, 17(2), 25–44.

4. Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2015). Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au.

5. Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L., Gordon, E. M., & Hayes, M. L. (2018). Report of the 2018 NSSME+. Horizon Research Inc.

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