Knowledge of curriculum embedded mathematics: exploring a critical domain of teaching

Author:

Remillard Janine,Kim Ok-KyeongORCID

Funder

National Science Foundation

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference31 articles.

1. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.

2. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.

3. Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing teachers from the tyranny of texts. Albany: SUNY Press.

4. Brown, M. (2009). Toward a theory of curriculum design and use: Understanding the teacher-tool relationship. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). New York: Routledge.

5. Chick, H. L. (2007). Teaching and learning by example. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice (Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia) (pp. 3–21). Sydney: MERGA.

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