Understanding a Teacher's Reflections: A Case Study of a Middle School Mathematics Teacher.
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- School Science & Mathematics, 2007, v. 107, n. 6, p. 246, doi. 10.1111/j.1949-8594.2007.tb18286.x
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- Publication type:
- Article
Works by Orrill, Chandra Hawley
Results: 15
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Challenges and Strategies for Assessing Specialised Knowledge for Teaching.
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- Mathematics Teacher Education & Development, 2015, v. 17, n. 1, p. 12
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- Article
3
Teachers' abilities to make sense of variable parts reasoning.
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- Mathematical Thinking & Learning, 2021, v. 23, n. 3, p. 254, doi. 10.1080/10986065.2020.1795567
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- Article
4
Mathematics Teachers' Reasoning About Fractions and Decimals Using Drawn Representations.
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- Mathematical Thinking & Learning, 2011, v. 13, n. 3, p. 198, doi. 10.1080/10986065.2011.564993
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- Article
5
Examining the design features of a communication-rich, problem-centred mathematics professional development.
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- International Journal of Mathematical Education in Science & Technology, 2018, v. 49, n. 3, p. 323, doi. 10.1080/0020739X.2017.1373153
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- Article
6
When Constant in a Proportional Relationship Isn't Constant—A Sign of Not-So-Shared Understandings.
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- Investigations in Mathematics Learning, 2020, v. 12, n. 3, p. 194, doi. 10.1080/19477503.2020.1772035
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- Article
7
Supporting Online PBL: Design Considerations for Supporting Distributed Problem Solving.
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- Distance Education, 2002, v. 23, n. 1, p. 41, doi. 10.1080/01587910220123973
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- Article
8
Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms.
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- International Journal of STEM Education, 2024, v. 11, n. 1, p. 1, doi. 10.1186/s40594-024-00510-6
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- Article
9
International perspectives on frameworks for mathematics teachers' knowing and quality of mathematics instruction.
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- Research in Mathematics Education, 2020, v. 22, n. 2, p. 93, doi. 10.1080/14794802.2020.1798809
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- Article
10
Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers' knowledge.
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- Research in Mathematics Education, 2020, v. 22, n. 2, p. 209, doi. 10.1080/14794802.2019.1702893
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- Article
11
Mathematics teachers' ability to identify situations appropriate for proportional reasoning.
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- Research in Mathematics Education, 2019, v. 21, n. 3, p. 233, doi. 10.1080/14794802.2019.1579668
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- Article
12
Mathematics Teachers' Use of Knowledge Resources When Identifying Proportional Reasoning Situations.
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- International Journal of Science & Mathematics Education, 2020, v. 18, n. 6, p. 1085, doi. 10.1007/s10763-019-10006-3
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- Article
13
Why Defining the Construct Matters: An Examination of Teacher Knowledge Using Different Lenses on One Assessment.
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- Mathematics Enthusiast, 2016, v. 13, n. 1/2, p. 93, doi. 10.54870/1551-3440.1367
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- Article
14
Framing a robust understanding of proportional reasoning for teachers.
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- Journal of Mathematics Teacher Education, 2021, v. 24, n. 2, p. 179, doi. 10.1007/s10857-019-09453-0
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- Article
15
High school mathematics teachers' discernment of invariant properties in a dynamic geometry environment.
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- Educational Studies in Mathematics, 2022, v. 111, n. 1, p. 127, doi. 10.1007/s10649-022-10144-6
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- Article