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Volumn , Issue , 2008, Pages 245-265

Exploring the curriculum implementation plateau: An instructional perspective

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EID: 84878064836     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203884645     Document Type: Chapter
Times cited : (9)

References (30)
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  • 4
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    • L. Senk, & D. R. Thompson (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Carroll, W. M., & Isaacs, A. (2003). Achievement of students using the University of Chicago School Mathematics Project's Everyday Mathematics. In L. Senk, & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 79-108). Mahwah, NJ: Lawrence Erlbaum.
    • (2003) Standards-based school mathematics curricula: What are they? What do students learn? , pp. 79-108
    • Carroll, W.M.1    Isaacs, A.2
  • 6
    • 85084522659 scopus 로고    scopus 로고
    • Representing qualitative data
    • J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Mahwah, NJ:Lawrence Erlbaum
    • Eisenhart, M. (2006). Representing qualitative data. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 567-581). Mahwah, NJ:Lawrence Erlbaum.
    • (2006) Handbook of complementary methods in education research , pp. 567-581
    • Eisenhart, M.1
  • 7
    • 0000360969 scopus 로고
    • Qualitative methods in research on teaching
    • M. C. Wittrock (Ed.), New York, NY: Macmillan
    • Erickson, J. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119-161). New York, NY: Macmillan.
    • (1986) Handbook of research on teaching , pp. 119-161
    • Erickson, J.1
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    • 21944444556 scopus 로고    scopus 로고
    • Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning
    • Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 29, 514-549.
    • (1997) Journal for Research in Mathematics Education , vol.29 , pp. 514-549
    • Henningsen, M.1    Stein, M.K.2
  • 18
    • 0037986463 scopus 로고    scopus 로고
    • Teacher variables that relate to student achievement when using a standards-based curriculum
    • Schoen, H. L., Cebulla, J. J., Finn, K. F., & Fi, C. (2003). Teacher variables that relate to student achievement when using a standards-based curriculum. Journal for Research in Mathematics Education, 34(3), 228-259.
    • (2003) Journal for Research in Mathematics Education , vol.34 , Issue.3 , pp. 228-259
    • Schoen, H.L.1    Cebulla, J.J.2    Finn, K.F.3    Fi, C.4
  • 20
    • 29444456902 scopus 로고    scopus 로고
    • Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom
    • Silver, E. A., Ghousseini, H., Gosen, D., Charalambous, C., & Strawhun, B. T. F. (2005). Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. Journal of Mathematical Behavior, 24, 287-301.
    • (2005) Journal of Mathematical Behavior , vol.24 , pp. 287-301
    • Silver, E.A.1    Ghousseini, H.2    Gosen, D.3    Charalambous, C.4    Strawhun, B.T.F.5
  • 21
    • 37349062998 scopus 로고    scopus 로고
    • Blending elements of lesson study with case analysis and discussion: A promising professional development synergy
    • K. Lynch-Davis & R. L. Rider (Eds.), San Diego, CA: Association of Mathematics Teacher Educators
    • Silver, E. A., Mills, V., Castro, A., & Ghousseini, H. (2006). Blending elements of lesson study with case analysis and discussion: A promising professional development synergy. In K. Lynch-Davis & R. L. Rider (Eds.), The work of mathematics teacher educators: Continuing the conversation (pp. 117-132). San Diego, CA: Association of Mathematics Teacher Educators.
    • (2006) The work of mathematics teacher educators: Continuing the conversation , pp. 117-132
    • Silver, E.A.1    Mills, V.2    Castro, A.3    Ghousseini, H.4
  • 25
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    • Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project
    • Stein, M. K., & Lane, S. (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2(1), 50-80.
    • (1996) Educational Research and Evaluation , vol.2 , Issue.1 , pp. 50-80
    • Stein, M.K.1    Lane, S.2
  • 26
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    • (1998) Mathematics Teaching in the Middle School , vol.3 , Issue.4 , pp. 268-275
    • Stein, M.K.1    Smith, M.S.2
  • 27
    • 0030492315 scopus 로고    scopus 로고
    • Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms
    • Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33, 455-488.
    • (1996) American Educational Research Journal , vol.33 , pp. 455-488
    • Stein, M.K.1    Grover, B.W.2    Henningsen, M.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.