Teacher Learning in Mathematics
Using Student Work to Promote Collective Inquiry
Datos Bibliográficos
| ID | 23375701 |
|---|---|
| Autores | Elham Kazemi (0000-0002-5029-1147, University of Washington, autor de correspondencia), Megan L Franke (0000-0003-3956-0737) |
| Año | 2004 |
| Volumen | 7 |
| Número | 3 |
| Páginas | 203-235 |
| Fecha de publicación | 2004-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Mathematics Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1386-4416 • E-ISSN: 1573-1820 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1023/b:jmte.0000033084.26326.19 |
| OpenAlex | W2097635448 |
| Idioma | EN |
| Citas recibidas | 67 |
| Referencias citadas | 16 |
Group work · Higher education · Mathematics education · Pedagogy · Perspective (graphical) · Philosophy of education · Political science · Work (physics) · Workgroup · Computer Science · Education and Technology Integration · Innovative Teaching and Learning Methods · Mathematics · Psychology · Teacher Education and Leadership Studies
Contributing conditions
Supporting teachers to negotiate uncertainty for science, students, and teaching
Learning on the Job
Differential effects of three professional development models on teacher knowledge and student achievement in elementary science
The influence of video clubs on teachers’ thinking and practice
Stichwort
Ambitious Pedagogy by Novice Teachers
A Scoping Review of Mathematics Teachers’ Use of Evidence of Students’ Learning for Informing Instructional Decisions
Atmospheres of Exclusion
The Context and Development of Teachers’ Collective Reflections on Student Data
Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts
Teachers’ Mixed Implementation of Mindset Mathematics Practices During and After a Novel Approach to Teacher Learning
The influence of heads of departments’ instructional leadership, cooperation, and administrative support on school-based professional learning in Kuwait
Pedagogical sensemaking during side-by-side coaching
Supporting Professional Learning at Scale
Multi-Lens Noticing in Preservice Teachers’ First Attempts at Facilitating Discussion in Diverse English Classes
Learning Opportunities about Teaching Mathematics
Learning to Teach to Argue
Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation
Four years of collaboration in a professional learning community
Organizational sensemaking during curriculum implementation
A Large-Scale Study on Teachers’ Knowledge of Common Student Struggles in Mathematics
Teacher collaborative inquiry into practice in school-based learning communities
Reflections on Language and Mathematics Problem Solving
Mapping routes from teacher identity to TPACK
Exploring School Mathematics as a Source for Pedagogic Reflections in Teacher Education
Lesson study design features for supporting collaborative teacher learning
Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities
Story exchange in teacher professional discourse
Conceptualizing the work of facilitating practice-embedded teacher learning
Examining the development of a teacher learning community
Developing mathematical whole-class discussions
Saturate, situate, synthesize
Teacher evaluation and the demoralization of teachers
Talk about student learning
Tracing the effects of teacher inquiry on classroom practice
Towards a collaborative, interactionist model of teacher change
Appropriating protocols for the regulation of teacher professional conversations
Reflecting on Dosage Calculations
Intellectual Role Taking
Teachers, Teaching, and Teacher Education
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
Evaluating teachers’ professional development initiatives
The Practice of Data Use
Understanding Data Use Practice among Teachers
Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
Professional Development and Teacher Learning
Integrating Professional Development on Mathematics and Equity
Integrating Literacy and Science in Biology
Changes in Teachers’ Discourse About Students in a Professional Development on Learning Trajectories
Selecting Video Clips to Promote Mathematics Teachers' Discussion of Student Thinking
Designing for Framing in Online Teacher Education
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
Teacher Groups' Conceptions and Uses of Student-Learning Data
Growing Talent
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Preparing Teachers to Learn from Teaching
New Directions for the Design and Study of Professional Development
From Experience to Expertise
"Mentoring as More Than "Cheerleading
Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development
Locating Praxis for Equity in Mathematics
Cacophony or Embarrassment of Riches
Noticing Student Mathematical Thinking Within the Context of Lesson Study
Grounding Teacher Education in Practice Around the World
Conversations in Search of a Common Denominator
Enacted identity
Communities of Practice
Chapter 6
Expertise in mathematics instruction
Mind as Action
Teaching, as Learning, in Practice
Development through participation in sociocultural activity
Inquiry as professional development
Locating learning in teachers’ communities of practice
Understanding teachers’ self-sustaining, generative change in the context of professional development
A US–Japan lesson study collaboration reveals critical lenses for examining practice
Significant and Worthwhile Change in Teaching Practice
The situativity of knowing, learning, and research
| Obras citantes distintas | 67 |
|---|---|
| Citas por año | 3,05 |
| Intervalo de citas | 2004 - 2026 (23) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 66 |