Secondary Mathematics Teachers’ Anticipations of Student Responses to Cognitively Demanding Tasks-Reference-Cited by-同舟云学术

Secondary Mathematics Teachers’ Anticipations of Student Responses to Cognitively Demanding Tasks

Published:2024-02-03 Issue:2 Volume:16 Page:65-82
ISSN:1947-7503
Container-title:Investigations in Mathematics Learning
language:en
Short-container-title:Investigations in Mathematics Learning

Author:

Wilson P. Holt¹^ORCID,McCulloch Allison²,Wonsavage F. Paul³,Hare Emily⁴,Baucom Lauren N.⁵

Affiliation:

1. Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, North Carolina, USA

2. Department of Mathematics and Statistics, University of North Carolina at Charlotte, Charlotte, North Carolina, USA

3. Lastinger Center for Learning, University of Florida, Gainesville, Florida, USA

4. Department of Teaching, Learning, and Professional Learning, Guilford County Schools, Greensboro, North Carolina, USA

5. Core Curriculum Department, Amplify Education, Brooklyn, New York, USA

Funder

Directorate for STEM Education

North Carolina Department of Public Instruction

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/19477503.2024.2309109

Reference41 articles.

1. Improving the quality of mathematics teaching with effective planning practices

2. Association of Mathematics Teacher Educators. (2019). AMTE standards for mathematics teacher preparation. https://amte.net/standards

3. ATLAS.ti Scientific Software Development GmbH. (2020). Atlas.Ti for Mac. Qualitative data analysis software. https://atlasti.com

4. The Work of Teaching and the Challenge for Teacher Education

5. Boaler, J., & Brodie, K. (2004). The importance, nature, and impact of teacher questions. In Proceedings of the 26th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Toronto, Ontario (pp. 774–782).