Victoria R Jacobs
Datos Biográficos
| ID | 3487975 |
|---|---|
| NOMBRE | Victoria R Jacobs |
| NOMBRES | Victoria R |
| APELLIDO | Jacobs |
| FIRMA | JACOBS V R |
| AFILIACIONES | The College of Education, California State University, San Marcos, San Marcos, CA 92096-0001. Her specialties are children's mathematical thinking and the professional development of teachers |
| ORCID | 0000-0001-6872-2286 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 16 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2010 |
| ÍNDICE H | 1 |
Professional Noticing of Children's Mathematical Thinking
The construct professional noticing of children's mathematical thinking is introduced as a way to begin to unpack the in-the-moment decision making that is foundational to the complex view of teaching endorsed in national reform documents. We define this expertise as a set of interrelated skills including (a) attending to children's strategies, (b) interpreting children's understandings, and (c) deciding how to respond on the basis of children's …
A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking
One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1…
New Perspectives on Gender Differences in Mathematics
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, New Perspectives on Gender Differences in Mathematics: A Reprise, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 19-21
A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 6-11
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Elizabeth Fennema, Thomas P. Carpenter, Megan L. Franke, Linda Levi, Victoria R. Jacobs, Susan B. Empson, A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction, Journal for Research in Mathematics Education, Vol. 27, No. 4 (Jul., 1996), pp. 403-434
A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking
One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1…
New Perspectives on Gender Differences in Mathematics
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, New Perspectives on Gender Differences in Mathematics: A Reprise, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 19-21
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Elizabeth Fennema, Thomas P. Carpenter, Megan L. Franke, Linda Levi, Victoria R. Jacobs, Susan B. Empson, A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction, Journal for Research in Mathematics Education, Vol. 27, No. 4 (Jul., 1996), pp. 403-434
A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking
One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1…
New Perspectives on Gender Differences in Mathematics
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, New Perspectives on Gender Differences in Mathematics: A Reprise, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 19-21
A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 6-11
Professional Noticing of Children's Mathematical Thinking
The construct professional noticing of children's mathematical thinking is introduced as a way to begin to unpack the in-the-moment decision making that is foundational to the complex view of teaching endorsed in national reform documents. We define this expertise as a set of interrelated skills including (a) attending to children's strategies, (b) interpreting children's understandings, and (c) deciding how to respond on the basis of children's …
Mathematics education (5 obras) · Mathematics Education and Teaching Techniques (5 obras) · Psychology (5 obras) · Cognitive and developmental aspects of mathematical skills (3 obras) · Developmental psychology (2 obras) · Longitudinal study (2 obras) · Mathematics (2 obras) · Mathematics Education and Pedagogy (2 obras) · Pedagogy (2 obras) · Statistics (2 obras)