Citations (8)
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Deepak Basyal & Bhesh Raj Mainali. (2023) Mathematics textbook: motivation, experiences, and didactical aspect from authors’ perspectives. Research in Mathematics Education 25:3, pages 323-341.
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Evelyn Penfold & Kate Hoskins. (2023) Primary teachers’ perceptions of their mathematical knowledge for teaching and the effects of policy on their mathematics teaching. Research in Mathematics Education 0:0, pages 1-17.
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Agida Manizade & Chandra Hawley Orrill. (2020) International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction. Research in Mathematics Education 22:2, pages 93-97.
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Articles from other publishers (5)
Johanna Schoenherr & Stanislaw Schukajlow. (2023) Characterizing external visualization in mathematics education research: a scoping review. ZDM – Mathematics Education.
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Jessica Hoth, Macarena Larrain & Gabriele Kaiser. (2022) Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements. Frontiers in Psychology 13.
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Man Ching Esther Chan, Josephine Moate, David Clarke, Ross Cunnington, Javier Díez-Palomar, Marita Friesen, Eeva Haataja, Alena Hošpesová, Sebastian Kuntze, Juuso Nieminen, Jarmila Novotná, Xavier Ochoa, Chase Sherwell, Dung Tran & Laura Tuohilamp.. (2022) Learning research in a laboratory classroom: a reflection on complementarity and commensurability among multiple analytical accounts. ZDM – Mathematics Education 54:2, pages 317-329.
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Marita Eva Friesen & Sebastian Kuntze. (2020) How context specific is teachers’ analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing. ZDM – Mathematics Education 53:1, pages 181-193.
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Anika Dreher, Anke Lindmeier, Paul Feltes, Ting-Ying Wang & Feng-Jui Hsieh. (2020) Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking. ZDM – Mathematics Education 53:1, pages 165-179.
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