Citations (17)
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Rotem Abdu & Benzi Slakmon. (2023) Teachers’ Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations. Computers in the Schools 40:1, pages 1-21.
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Lawan Abdulhamid. (2022) Responsive Teaching: Differences in Primary Mathematics Teachers’ State of Awareness and Reflections on own Teaching. African Journal of Research in Mathematics, Science and Technology Education 26:2, pages 89-99.
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Julian Moodliar & Deepa Gopal. (2021) Failing to Capitalise on Contingent Events: An Investigation into a Secondary Mathematics Teacher’s Responses to Triggers of Contingency During the Teaching of Algebra. Africa Education Review 18:5-6, pages 91-112.
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Horacio Solar, Andrés Ortiz, Jordi Deulofeu & Rodrigo Ulloa. (2021) Teacher support for argumentation and the incorporation of contingencies in mathematics classrooms. International Journal of Mathematical Education in Science and Technology 52:7, pages 977-1005.
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Ann O’Shea, Sinead Breen & Maria Meehan. (2018) Decision points in mathematics lectures. Innovations in Education and Teaching International 55:6, pages 650-659.
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Chris Hurst. (2017) Provoking contingent moments: Knowledge for ‘powerful teaching’ at the horizon. Educational Research 59:1, pages 107-123.
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Articles from other publishers (11)
Lynsey Gibbons, Suzanne Chapin, Ziv Feldman & Rachel Starks. (2023) Pre-paring for ambitious mathematics teaching: examining the role of video in supporting mathematics teacher educators. Educational Studies in Mathematics 113:2, pages 331-351.
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Sigal H. Rotem & Michal Ayalon. (2022) Building a model for characterizing critical events: Noticing classroom situations using multiple dimensions. The Journal of Mathematical Behavior 66, pages 100947.
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Nicole Maher, Tracey Muir & Helen Chick. (2022) Analysing senior secondary mathematics teaching using the Knowledge Quartet. Educational Studies in Mathematics 110:2, pages 233-249.
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Julian Moodliar & Lawan Abdulhamid. (2021) Novice and expert Grade 9 teachers’ responses to unexpected learner offers in the teaching of algebra. Pythagoras 42:1.
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Lina Kayali & Irene Biza. (2021) Scheming and Re-scheming: Secondary Mathematics Teachers’ Use and Re-use of Resources. Digital Experiences in Mathematics Education 7:3, pages 427-452.
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Bárbara Silva Gumiero & Vinícius Pazuch. (2021) Teachers Knowledge Mobilized in Geometry Lessons and Contingency Situations. International Electronic Journal of Mathematics Education 16:1, pages em0620.
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Sumeyra Dogan Coskun, Mine Isiksal Bostan & Tim Rowland. (2020) An In-Service Primary Teacher’s Responses to Unexpected Moments in the Mathematics Classroom. International Journal of Science and Mathematics Education 19:1, pages 193-213.
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María Trigueros, Ivonne Sandoval & María-Dolores Lozano. (2020) Ways of acting when using technology in the primary school classroom: contingencies and possibilities for learning. ZDM 52:7, pages 1397-1409.
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Bárbara Silva Gumiero & Vinícius Pazuch. (2020) Knowledge Quartet: dimensões, pesquisas e reflexões sobre o conhecimento profissional do professor que ensina matemática. Bolema: Boletim de Educação Matemática 34:66, pages 268-293.
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Fatma Nur Aktaş, Esra Selcen Yakıcı-Topbaş & Yüksel Dede. 2019. Values and Valuing in Mathematics Education. Values and Valuing in Mathematics Education
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Lawan Abdulhamid & Hamsa Venkat. (2018) Primary mathematics teachers’ responses to students’ offers: An ‘elaboration’ framework. The Journal of Mathematical Behavior 51, pages 80-94.
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