Empirical reconstruction of learning progressions based on teachers’ tagging of didactic metadata-Reference-Cited by-同舟云学术

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Empirical reconstruction of learning progressions based on teachers’ tagging of didactic metadata

Published:2021-03 Issue: Volume:61 Page:100833
ISSN:0732-3123
Container-title:The Journal of Mathematical Behavior
language:en
Short-container-title:The Journal of Mathematical Behavior

Author:

Cooper Jason,Olsher Shai,Yerushalmy Michal

Funder

Ministry of Science and Technology, Israel

Publisher

Elsevier BV

Subject

Applied Mathematics,Applied Psychology,Education

Reference42 articles.

1. Boundary crossing and boundary objects;Akkerman;Review of Educational Research,2011

2. Meta didactic-mathematical knowledge of teachers: Criteria for the reflection and assessment on teaching practice;Breda;Eurasia Journal of Mathematics Science and Technology Education,2017

3. Toward a theory of curriculum design and use: Understanding the teacher–tool relationship;Brown,2009

4. The future of mathematics textbooks: Ramifications of technological change;Chazan,2014

5. Teacher as curriculum maker;Clandinin,1992

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. EduTVA: Metadata Schema for Educational Audiovisual Contents in Digital Television Environments;Future Internet;2022-10-30

2. Aspects of the teacher-textbook relationship: What can we learn about teachers when they tag didactic metadata?;ZDM – Mathematics Education;2021-03-14

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