Alison Castro Superfine
Biographic Data
| ID | 2410522 |
|---|---|
| NAME | Alison Castro Superfine |
| GIVEN NAMES | Alison Castro |
| FAMILY NAME | Superfine |
| SIGNATURE | SUPERFINE A C |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0001-7497-317X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Co-designing around problems of practice in teacher professional learning
We investigate teacher professional learning in a co-design context, analyzing the problems of practice that arise as a teacher learns to facilitate dialogic class discussions. Employing case study methodology, we analyze how a teacher and researcher engaged in collective meaning-making in a co-design context. The nature of the teacher's problems of practice evolved from addressing student misconceptions to promoting student-to-student questionin…
A Review of Research on Mathematics Teacher Educator Knowledge
Over the past two decades, the landscape of research on mathematics teacher educators (MTEs) has grown considerably. One particular area of interest has focused on MTE knowledge and the ways in which it is developed and used in teaching practice. However, studies have conceptualized MTE knowledge in different ways and have employed considerably different methodologies and approaches to its study. In an effort to understand this varied landscape, …
Exploring the Mathematical Knowledge Needed for Teaching Teachers
The purpose of this study is to explore the knowledge demands of teacher educators as they teach disciplinary content to preservice elementary teachers, specifically in mathematics, and to understand how such knowledge is different from that used by K-12 teachers. Drawing from a database including teaching and learning artifacts from five iterations of a content course for preservice teachers, the authors illustrate different forms of knowledge o…
No prominent works on this page.
Exploring the Mathematical Knowledge Needed for Teaching Teachers
The purpose of this study is to explore the knowledge demands of teacher educators as they teach disciplinary content to preservice elementary teachers, specifically in mathematics, and to understand how such knowledge is different from that used by K-12 teachers. Drawing from a database including teaching and learning artifacts from five iterations of a content course for preservice teachers, the authors illustrate different forms of knowledge o…
A Review of Research on Mathematics Teacher Educator Knowledge
Over the past two decades, the landscape of research on mathematics teacher educators (MTEs) has grown considerably. One particular area of interest has focused on MTE knowledge and the ways in which it is developed and used in teaching practice. However, studies have conceptualized MTE knowledge in different ways and have employed considerably different methodologies and approaches to its study. In an effort to understand this varied landscape, …
Co-designing around problems of practice in teacher professional learning
We investigate teacher professional learning in a co-design context, analyzing the problems of practice that arise as a teacher learns to facilitate dialogic class discussions. Employing case study methodology, we analyze how a teacher and researcher engaged in collective meaning-making in a co-design context. The nature of the teacher's problems of practice evolved from addressing student misconceptions to promoting student-to-student questionin…
Computer Science (3 works) · Mathematics education (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works) · Cartography (1 works) · Cognitive and developmental aspects of mathematical skills (1 works) · Collaborative Teaching and Inclusion (1 works) · Discipline (1 works)