| |
Do theoretical tools help teachers
manage classroom situations? A case study.
Luciana Bazzini, Francesca Morselli |
| |
|
|
Students’ thinking about domains of
piecewise functions
Charles Hohensee |
|
|
|
The relationship between teachers and text:in
search of grounded theory
Kay McClain, Qing Zhao, Erik Bowen, Paula Schmitt |
| |
|
| |
How fifth grade teachers used investigations
in number, data, and space: a standards-based curriculum
Dr. Penina Kamina |
| |
|
| |
Representations of mathematics teacher quality
in a national program
Patricia S. Moyer-Packenham, Johnna Bolyard, Hana Oh, Patricia Kridler,
& Gwenanne Salkind |
| |
|
|
Teacher peer coaching in grade 3 and 6 mathematics
Catherine D. Bruce, John Ross |
| |
|
| |
The role of covariational reasoning in learning
and understanding exponential functions
April D. Strom |
| |
|
| |
Improvisational coactions and the growth
of collective mathematical understanding
Jo Towers, Lyndon Martin |
| |
|
|
Professional-development design: building
on current instructional practices to achieve a professional-development
agenda
Jana Visnovska, Qing Zhao, Paul Cobb |
| |
|
|
How do changes in teacher behaviors impact
the linking of representations and generalizations in students?
Lisa B. Warner, Roberta Y. Schorr, Cecilia Arias, Lina Sanchez &
Frances Endaya |
