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Volumn 4, Issue , 2008, Pages 75-92

SOCIOCULTURAL PERSPECTIVES ON LEARNING TO TEACH MATHEMATICS

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EID: 77958555151     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (13)

References (33)
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    • Using classroom discourse to understand a prospective mathematics teacher's developing practice
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  • 3
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    • Exploring a pedagogy for the supervision of prospective mathematics teachers
    • (b)
    • Blanton, M., Berenson, S., & Norwood, K. (2001b). Exploring a pedagogy for the supervision of prospective mathematics teachers, Journal of Mathematics Teacher Education, 4, 177-204.
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  • 4
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    • Using Valsiner's zone theory to interpret teaching practices in mathematics and science classrooms
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    • (2005) Journal of Mathematics Teacher Education , vol.8 , pp. 533
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  • 5
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    • The value of Wenger's concepts of modes of participation and regimes of accountability in understanding teacher learning
    • In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Honolulu, HI: PME
    • Bohl, J., & Van Zoest, L. (2003). The value of Wenger's concepts of modes of participation and regimes of accountability in understanding teacher learning. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 27th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 339-346). Honolulu, HI: PME.
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  • 9
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    • A sociocultural approach to mathematics reform: Speaking, inscribing, and doing mathematics within communities of practice
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    • Forman, E. A. (2003). A sociocultural approach to mathematics reform: Speaking, inscribing, and doing mathematics within communities of practice. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 333-352). Reston, VA: National Council of Teachers of Mathematics.
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  • 12
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    • A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology
    • (a)
    • Goos, M. (2005a). A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology. Journal of Mathematics Teacher Education, 8(1), 3559.
    • (2005) Journal of Mathematics Teacher Education , vol.8 , Issue.1 , pp. 3559
    • Goos, M.1
  • 13
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    • Theorising the role of experience in learning to teach secondary school mathematics. Paper presented at the Conference of the 15th ICMI Study: The Professional Education and Development of Teachers of Mathematics, Aguas de Lindoia, Brazil, 15-21 May 2005
    • (b)
    • Goos, M. (2005b). Theorising the role of experience in learning to teach secondary school mathematics. Paper presented at the Conference of the 15th ICMI Study: The Professional Education and Development of Teachers of Mathematics, Aguas de Lindoia, Brazil, 15-21 May 2005. Available http://stwww.weizmann.ac.il/G-math/ICMI/Goos_Merrilyn_ICMI15_prop.doc
    • (2005) Available
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    • Designing professional development to support teachers’ learning in complex environments
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    • Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence
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    • Greeno, J. (2003). Situative research relevant to standards for school mathematics. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 304-332). Reston, VA: National Council of Teachers of Mathematics.
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    • Windschitl, M.1    Sahl, K.2


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