Tell me why! Content knowledge predicts process-orientation of math researchers' and math teachers' explanations.
- Published in:
- Instructional Science, 2016, v. 44, n. 3, p. 221, doi. 10.1007/s11251-015-9365-6
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- Article
Works matching IS 00204277 AND DT 2016 AND VI 44 AND IP 3
Results: 7
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Teacher vision: expert and novice teachers' perception of problematic classroom management scenes.
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- Instructional Science, 2016, v. 44, n. 3, p. 243, doi. 10.1007/s11251-016-9367-z
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- Article
3
Teachers' formative assessment abilities and their relationship to student learning: findings from a four-year intervention study.
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- Instructional Science, 2016, v. 44, n. 3, p. 267, doi. 10.1007/s11251-016-9371-3
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- Article
4
Intra-individual differences in developing professional vision: preservice teachers' changes in the course of an innovative teacher education program.
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- Instructional Science, 2016, v. 44, n. 3, p. 293, doi. 10.1007/s11251-016-9373-1
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- Article
5
What makes an expert teacher? Investigating teachers' professional vision and discourse abilities.
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- Instructional Science, 2016, v. 44, n. 3, p. 197, doi. 10.1007/s11251-016-9376-y
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- Article
6
Teaching as regulation and dealing with complexity.
- Published in:
- Instructional Science, 2016, v. 44, n. 3, p. 311, doi. 10.1007/s11251-016-9377-x
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- Publication type:
- Article
7
Expertise amiss: interactivity fosters learning but expert tutors are less interactive than novice tutors.
- Published in:
- Instructional Science, 2016, v. 44, n. 3, p. 205, doi. 10.1007/s11251-015-9363-8
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- Publication type:
- Article