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Enhancing mathematical games: Non-replacement mechanisms.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 39
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- Article
In a nutshell: Digital versus non-digital mathematical games for supporting mathematical instruction.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 16
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- Article
An approach to building thinking classrooms in Year 7 mathematics.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 4
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Productive struggle in mathematics: Utilising challenging tasks to establish richer mathematical learning experiences.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 10
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Integrating mathematics and digital technologies: A practical teaching approach using the 3C Model.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 3
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The impact of using a student-centred structured inquiry to teach challenging sequences of tasks.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 27
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Collaborative planning and assessment practices.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 36
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The role of coaching in supporting teachers to implement teaching strategies for mathematical learning.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 21
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Supporting EAL/D learners as they engage in challenging mathematical tasks.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 15
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Optimising calculus optimisation problems.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 32
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An introduction to Keynesian probability.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 37
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Unpacking the expertise of teaching mathematics.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 15
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- Article
THE RING OF CONSCIOUS AWARENESS.
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- For the Learning of Mathematics, 2024, v. 44, n. 3, p. 36
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EMBODIED INSTRUMENTED COVARIATION: THE TRACER IN PRIMARY SCHOOL.
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- For the Learning of Mathematics, 2024, v. 44, n. 3, p. 29
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THREE TENETS FORCING IMPROVISATION FOR MATHEMATICAL EXPLORATION AND CO-CREATION.
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- For the Learning of Mathematics, 2024, v. 44, n. 3, p. 8
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Recursos didácticos para el desarrollo de habilidades de cálculo en adición y sustracción en tercer año de EGBE.
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- Sinergia Académica, 2024, v. 7, n. 3, p. 291, doi. 10.51736/sa.v7i3.338
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Changes in Mathematics Teacher Training in Colombia.
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- TEM Journal, 2024, v. 13, n. 3, p. 2267, doi. 10.18421/TEM133-54
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Matematiksel İlişkilendirme Özyeterliği ile Problem Kurma Özyeterliği Arasındaki İlişkide Yürütücü Biliş Becerisinin Aracılık Rolünün İncelenmesi.
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- Cumhuriyet International Journal of Education, 2024, v. 13, n. 3, p. 594, doi. 10.30703/cije.1362355
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Science and Mathematics Teachers' Integration of TPACK in STEM Subjects in Qatar: A Structural Equation Modeling Study.
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- Education Sciences, 2024, v. 14, n. 10, p. 1138, doi. 10.3390/educsci14101138
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- Article
Construction and Validation of a Survey on the Technological Difficulties in Italian Secondary Schools: The Mathematics Teacher Case.
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- Education Sciences, 2024, v. 14, n. 10, p. 1120, doi. 10.3390/educsci14101120
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Incremental Growth through Professional Learning Communities of Math Teachers Engaged in Action Research Projects.
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- Education Sciences, 2024, v. 14, n. 10, p. 1104, doi. 10.3390/educsci14101104
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La formación matemática de ingenieros desde la Matemática Educativa. Estado del arte.
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- Revista Electrónica de Investigación Educativa, 2023, v. 25, p. 1, doi. 10.24320/redie.2023.25.e21.4804
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Teaching Practice and Metacognition in High School to Promote Learning in Mathematics.
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- Revista Electrónica de Investigación Educativa, 2023, v. 25, p. 1, doi. 10.24320/redie.2023.25.e01.4227
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Influencia del conocimiento profundo del profesor sobre fracciones en el aprendizaje de alumnos de 4o. grado.
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- Revista Electrónica de Investigación Educativa, 2020, v. 22, p. 1, doi. 10.24320/redie.2020.22.e10.2285
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El proceso de enseñanza y aprendizaje de las Matemáticas. Concepciones de los futuros profesores del sur de Chile.
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- Revista Electrónica de Investigación Educativa, 2018, v. 20, n. 1, p. 59, doi. 10.24320/redie.2018.20.1.1455
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Instrumentos consistentes para la enseñanza de fracciones en 4o. grado.
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- Revista Electrónica de Investigación Educativa, 2018, v. 20, n. 1, p. 48, doi. 10.24320/redie.2018.20.1.1358
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El video como Recurso Educativo Abierto y la enseñanza de Matemáticas.
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- Revista Electrónica de Investigación Educativa, 2017, v. 19, n. 3, p. 92, doi. 10.24320/redie.2017.19.3.936
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Tareas con diversas soluciones: estructura conceptual en profesores de matemáticas.
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- Revista Electrónica de Investigación Educativa, 2017, v. 19, n. 1, p. 110, doi. 10.24320/redie.2017.19.1.971
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SUNDAY NIGHT.
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- Diagram, 2018, v. 18, n. 5, p. 1
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Mathematical practices are everywhere: The intersections of pre‐service teacher claims, non‐mathematics‐education faculty claims, and observable actions.
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- School Science & Mathematics, 2024, v. 124, n. 5, p. 340, doi. 10.1111/ssm.12652
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Challenges and supports for secondary science and mathematics teacher retention.
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- School Science & Mathematics, 2024, v. 124, n. 5, p. 307, doi. 10.1111/ssm.12647
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Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection.
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- School Science & Mathematics, 2024, v. 124, n. 5, p. 323, doi. 10.1111/ssm.12644
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Semantic structure and problem posing: Preservice teachers' experience.
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- School Science & Mathematics, 2024, v. 124, n. 4, p. 266, doi. 10.1111/ssm.12648
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What they notice in photographs: A study of preservice teachers' noticing in a formative assessment cycle.
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- School Science & Mathematics, 2024, v. 124, n. 3, p. 186, doi. 10.1111/ssm.12642
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The Task and Goal Alignment Rubric: A tool for assessing the alignment of mathematical tasks and goals.
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- School Science & Mathematics, 2024, v. 124, n. 2, p. 111, doi. 10.1111/ssm.12625
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Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes.
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- School Science & Mathematics, 2024, v. 124, n. 2, p. 93, doi. 10.1111/ssm.12627
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Preparing preservice mathematics teachers to teach for social justice.
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- School Science & Mathematics, 2024, v. 124, n. 1, p. 48, doi. 10.1111/ssm.12602
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Interrogating what we notice to interrupt the norms.
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- School Science & Mathematics, 2023, v. 123, n. 8, p. 415, doi. 10.1111/ssm.12633
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Supporting mathematics preservice teachers in noticing for equity.
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- School Science & Mathematics, 2023, v. 123, n. 8, p. 488, doi. 10.1111/ssm.12619
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Secondary prospective mathematics teachers learning to notice: The need for a dual perspective of teaching.
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- School Science & Mathematics, 2023, v. 123, n. 7, p. 309, doi. 10.1111/ssm.12632
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"My noticing lens disrupts this narrative": Preservice mathematics teachers' awareness of the self as noticer.
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- School Science & Mathematics, 2023, v. 123, n. 8, p. 476, doi. 10.1111/ssm.12618
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Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations.
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- School Science & Mathematics, 2023, v. 123, n. 7, p. 293, doi. 10.1111/ssm.12629
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Comparing teacher noticing on paper and pencil and technology tasks.
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- School Science & Mathematics, 2023, v. 123, n. 7, p. 335, doi. 10.1111/ssm.12614
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A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments.
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- School Science & Mathematics, 2023, v. 123, n. 7, p. 348, doi. 10.1111/ssm.12601
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Exploring the pedagogical practices of seasoned elementary mathematics teachers and connections with their content knowledge and beliefs.
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- School Science & Mathematics, 2023, v. 123, n. 4, p. 168, doi. 10.1111/ssm.12591
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Spatial configuration of hundreds charts influences children's knowledge of base‐ten concepts.
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- School Science & Mathematics, 2023, v. 123, n. 4, p. 201, doi. 10.1111/ssm.12593
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A year in review.
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- School Science & Mathematics, 2023, v. 123, n. 1, p. 1, doi. 10.1111/ssm.12567
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Mathematics and science teacher educators' use of representations of practice: A mixed methods study.
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- School Science & Mathematics, 2023, v. 123, n. 1, p. 14, doi. 10.1111/ssm.12563
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SSM legacy.
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- School Science & Mathematics, 2022, v. 122, n. 7, p. 341, doi. 10.1111/ssm.12554
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Impact of self‐efficacy and percentage of English learners on implementation of instructional practices by secondary mathematics and science teachers.
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- School Science & Mathematics, 2022, v. 122, n. 6, p. 311, doi. 10.1111/ssm.12546
- Publication type:
- Article