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Volumn 45, Issue 4, 2013, Pages 623-631

Theories in practice: Mathematics teaching and mathematics teacher education

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EID: 84892866305     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-013-0510-x     Document Type: Article
Times cited : (15)

References (26)
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  • 7
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    • Sociocultural perspectives in research on and with mathematics teachers: a zone theory approach
    • This issue. doi: 10. 1007/s11858-012-0477-z
    • Goos, M. (2013). Sociocultural perspectives in research on and with mathematics teachers: a zone theory approach. ZDM - The International Journal on Mathematics Education, 45(4), this issue. doi: 10. 1007/s11858-012-0477-z.
    • (2013) ZDM - The International Journal on Mathematics Education , vol.45 , Issue.4
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  • 9
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    • Developing the concept of community of practice
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    • Kanes, C., & Lerman, S. (2008). Developing the concept of community of practice. In A. Watson & P. Winbourne (Eds.), New directions for situated cognition in mathematics education (pp. 310-326). New York: Springer.
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  • 13
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    • A moment in the zoom of a lens: towards a discursive psychology of mathematics teaching and learning
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    • (1998) Proceedings of the Twenty-second Annual Meeting of the International Group for the Psychology of Mathematics Education , vol.1 , pp. 66-81
    • Lerman, S.1
  • 14
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    • The social turn in mathematics education research
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    • Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19-44). Westport: Ablex.
    • (2000) Multiple Perspectives on Mathematics Teaching and Learning , pp. 19-44
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  • 15
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    • Situating research on mathematics teachers' beliefs and on change
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    • Lerman, S. (2002). Situating research on mathematics teachers' beliefs and on change. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 233-243). Dordrecht: Kluwer.
    • (2002) Beliefs: A Hidden Variable in Mathematics Education? , pp. 233-243
    • Lerman, S.1
  • 16
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    • Theories of mathematics education: is plurality a problem?
    • B. Sriraman and L. English (Eds.), New York: Springer
    • Lerman, S. (2010). Theories of mathematics education: is plurality a problem? In B. Sriraman & L. English (Eds.), Theories of mathematics education (pp. 99-110). New York: Springer.
    • (2010) Theories of Mathematics Education , pp. 99-110
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  • 18
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    • Zones of proximal development as fields for communication and dialogue
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    • (2009) Challenges and Strategies for Studying Human Development in Cultural Contexts , pp. 199-219
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  • 21
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    • The relationship of theory and practice in mathematics teacher professional development: an activity theory perspective
    • This issue. doi: 10. 1007/s11858-013-0498-2
    • Potari, D. (2013). The relationship of theory and practice in mathematics teacher professional development: an activity theory perspective. ZDM - The International Journal on Mathematics Education, 45(4), this issue. doi: 10. 1007/s11858-013-0498-2.
    • (2013) ZDM - The International Journal on Mathematics Education , vol.45 , Issue.4
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  • 23
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    • Classroom observations in theory and practice
    • This issue. doi: 10. 1007/s11858-012-0483-1
    • Schoenfeld, A. (2013). Classroom observations in theory and practice. ZDM - The International Journal on Mathematics Education, 45(4), this issue. doi: 10. 1007/s11858-012-0483-1.
    • (2013) ZDM - The International Journal on Mathematics Education , vol.45 , Issue.4
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    • Promoting fundamental change in mathematics teaching: a theoretical, methodological, and empirical approach to the problem
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    • Simon, M. (2013). Promoting fundamental change in mathematics teaching: a theoretical, methodological, and empirical approach to the problem. ZDM - The International Journal on Mathematics Education, 45(4), this issue. doi: 10. 1007/s11858-013-0486-6.
    • (2013) ZDM - The International Journal on Mathematics Education , vol.45 , Issue.4
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    • Understanding the role of the teacher in emerging classroom practices: searching for patterns of participation
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    • Skott, J. (2013). Understanding the role of the teacher in emerging classroom practices: searching for patterns of participation. ZDM - The International Journal on Mathematics Education, 45(4), this issue. doi: 10. 1007/s11858-013-0500-z.
    • (2013) ZDM - The International Journal on Mathematics Education , vol.45 , Issue.4
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    • Building coherence in research on mathematics teacher characteristics by developing practice-based approaches
    • This issue. doi: 10. 1007/s11858-013-0491-9
    • van Zoest, L., & Thames, M. (2013). Building coherence in research on mathematics teacher characteristics by developing practice-based approaches. ZDM - The International Journal on Mathematics Education, 45(4), this issue. doi: 10. 1007/s11858-013-0491-9.
    • (2013) ZDM - The International Journal on Mathematics Education , vol.45 , Issue.4
    • van Zoest, L.1    Thames, M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.