Learning to pose collaborative mathematics problems with secondary prospective teachers
Bibliographic Data
| ID | 21577955 |
|---|---|
| Authors | Sandra Crespo (0000-0003-2103-3138, Michigan State University, corresponding author), Frances K Harper (0000-0003-3718-7625, University of Tennessee at Knoxville) |
| Year | 2020 |
| Volume | 102 |
| Pages | 101430 |
| Publication date | 2020-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2019.05.003 |
| OpenAlex | W2944950920 |
| Language | EN |
| Citations received | 10 |
| References cited | 9 |
Connected Mathematics · Core-Plus Mathematics Project · Mathematics education · Pedagogy · Political science · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Teaching and learning through mathematical problem posing
Problematising learning to teach through mathematical problem posing
Exploring Teachers’ Practices and Intentions in Formulating Geometry Problems to Support Student Learning
Development of executive mathematics problem-solving self-assessment questionnaire for upper primary school students
Demands, tensions, and resources when implementing ambitious mathematics
The selections and differences in mathematical problem-posing strategies of junior high school students
Impact of scaffold structures on student-generated questions in English grammar learning
Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research
Intellectual authority and participation in group work
Exploring the Relationship Between Fourth and Eighth Graders' Self‐Efficacy and Mathematical Problem Posing From the Threshold Perspective
| Citations per year | 1.67 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |