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Works matching IS 13864416 AND DT 2022 AND VI 25 AND IP 1

Results: 5

1

The dimensions of prospective elementary and middle school teachers' problem posing for integer addition and subtraction.

Published in:

Journal of Mathematics Teacher Education, 2022, v. 25, n. 1, p. 1, doi. 10.1007/s10857-020-09477-x

By:

Wessman-Enzinger, Nicole M.;
Tobias, Jennifer M.

Publication type:

Article

2

Finding the boundary of kindergarteners' subtraction understanding: prospective teachers' problem development and questioning.

Published in:

Journal of Mathematics Teacher Education, 2022, v. 25, n. 1, p. 91, doi. 10.1007/s10857-020-09481-1

By:

Chen, Lizhen;
Akarsu, Murat;
Bofferding, Laura

Publication type:

Article

3

Book review: Herbst, P., Fujita, T., Halverscheid, S., and Weiss, M. (2017). The learning and teaching of geometry in secondary schools: A modeling perspective. London and New York: Routledge, Taylor & Francis Group.

Published in:

2022

By:

Tabach, Michal

Publication type:

Book Review

4

Critical moments: pre-service mathematics teachers' narrative arcs and mathematical orientations over 20 years.

Published in:

Journal of Mathematics Teacher Education, 2022, v. 25, n. 1, p. 35, doi. 10.1007/s10857-020-09479-9

By:

Machalow, Rowan;
Goldsmith-Markey, Lindsay T.;
Remillard, Janine T.

Publication type:

Article

5

An emerging community in online mathematics teacher professional development: an interactional perspective.

Published in:

Journal of Mathematics Teacher Education, 2022, v. 25, n. 1, p. 63, doi. 10.1007/s10857-020-09480-2

By:

Matranga, Anthony;
Silverman, Jason

Publication type:

Article