An exploration of Scottish teachers’ perceptions of equitable teaching practices in mathematics-Reference-Cited by-同舟云学术

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An exploration of Scottish teachers’ perceptions of equitable teaching practices in mathematics

Published:2024-01-31 Issue:1 Volume:11 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Xenofontos Constantinos¹^ORCID,Hizli Alkan Sinem²^ORCID,Appelbaum Peter³^ORCID

Affiliation:

1. Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Oslo, Norway

2. Faculty of Education and Social Care, Anglia Ruskin University, Chelmsford, UK

3. School of Education, Arcadia University, Glenside, Pennsylvania, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2024.2310436

Reference97 articles.

1. Equity Within Mathematics Education Research as a Political Act: Moving From Choice to Intentional Collective Professional Responsibility

2. Comparative studies of mathematics teachers’ observable learning objectives: validating low inference codes

3. Appelbaum, P. (1995). Popular culture, educational discourse, and mathematics. SUNY Press.

4. Appelbaum, P. (2007). Afterward: Bootleg mathematics. In E. de Freitas and K. Nolan (Eds.), Opening the research text: Critical insights and in(ter)ventions into mathematics education (pp. 221–247). SUNY Press.

5. Appelbaum, P. (2008). Sense and representation in elementary mathematics. In B. Maj, M. Pytlak, & E. Swoboda (Eds.), Supporting independent thinking through mathematical education (pp. 10–17). Wydawnictwo Uniwersytetu Rzeszowskiego. http://dspace.hnpu.edu.ua/bitstream/123456789/4310/1/Problems%20of%20formation%20learning%20environment.pdf

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