Citations (49)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (15)
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.
Read now
Read now
Andrea Bertoni & Andrea Maffia. (2022) Promoting creative insubordination using Escape Games in mathematics. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-11.
Read now
Read now
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.
Read now
Read now
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.
Read now
Read now
Ofer Marmur, Xiaoheng Yan & Rina Zazkis. (2020) Fraction images: the case of six and a half. Research in Mathematics Education 22:1, pages 22-47.
Read now
Read now
Bronwen Cowie, Christine Harrison & Jill Willis. (2018) Supporting teacher responsiveness in assessment for learning through disciplined noticing. The Curriculum Journal 29:4, pages 464-478.
Read now
Read now
Chris Hurst. (2017) Provoking contingent moments: Knowledge for ‘powerful teaching’ at the horizon. Educational Research 59:1, pages 107-123.
Read now
Read now
Andrew Hare & Oi-Lam Ng. (2015) Looking Back, Looking Forward: The Past 15 Years of Mathematics Education in CJSMTE. Canadian Journal of Science, Mathematics and Technology Education 15:4, pages 387-397.
Read now
Read now
Alf Coles & Hannah Scott. (2015) Planning for the unexpected in the mathematics classroom: an account of teacher and student change. Research in Mathematics Education 17:2, pages 128-147.
Read now
Read now
Tim Rowland, Anne Thwaites & Libby Jared. (2015) Triggers of contingency in mathematics teaching. Research in Mathematics Education 17:2, pages 74-91.
Read now
Read now
Anne Watson & Helen Chick. (2013) Introduction to the Special Issue on Personal Mathematical Knowledge in the Work of Teaching/Introduction au numéro spécial sur les connaissances mathématiques personnelles dans le travail des enseignants. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 111-120.
Read now
Read now
John Mason & Brent Davis. (2013) The Importance of Teachers’ Mathematical Awareness for In-the-Moment Pedagogy. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 182-197.
Read now
Read now
Helen Chick & Kaye Stacey. (2013) Teachers of Mathematics as Problem-Solving Applied Mathematicians. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 121-136.
Read now
Read now
JonR. Star & GabrielJ. Stylianides. (2013) Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 169-181.
Read now
Read now
Bill Barton & Judy Paterson. (2013) Does Mathematics Enhance Teaching? Does Summer Hiking Tone Winter Thighs?. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 198-212.
Read now
Read now
Articles from other publishers (34)
Zoltán Kondé, Zoltán Kovács & Eszter Kónya. (2023) Modeling teachers’ reactions to unexpectedness. Learning and Instruction 86, pages 101784.
Crossref
Crossref
Ivonne Sandoval, Montserrat García-Campos & Leticia Sosa. (2022) Providing Support and Examples for Teaching Linear Equations in Secondary School: the Role of Knowledge of Mathematics Teaching. International Journal of Science and Mathematics Education 21:4, pages 1265-1287.
Crossref
Crossref
Sigal H. Rotem & Michal Ayalon. (2023) Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers. Journal of Mathematics Teacher Education.
Crossref
Crossref
Omomayowa Olawoyin, Christopher M. Kribs & Candace Joswick. (2021) Embracing pivotal teaching moments: elementary teachers’ role in advancing high cognitive levels of mathematics discourse. Mathematics Education Research Journal 35:1, pages 45-75.
Crossref
Crossref
Ann LeSage & Ami Mamolo. 2023. Mathematical Teaching and Learning. Mathematical Teaching and Learning
51
68
.
Dionne Cross Francis, Ayfer Eker, Jinqing Liu, Kemol Lloyd & Pavneet Bharaj. (2021) (Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs. Journal of Mathematics Teacher Education 25:5, pages 599-632.
Crossref
Crossref
Chris Kooloos, Helma Oolbekkink-Marchand, Saskia van Boven, Rainer Kaenders & Gert Heckman. (2022) Making sense of student mathematical thinking: the role of teacher mathematical thinking. Educational Studies in Mathematics 110:3, pages 503-524.
Crossref
Crossref
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.
Crossref
Crossref
Boris Koichu, Jason Cooper & Mirela Widder. (2022) Implementation of Problem Solving in School: From Intended to Experienced. Implementation and Replication Studies in Mathematics Education 2:1, pages 76-106.
Crossref
Crossref
Julian Moodliar & Lawan Abdulhamid. (2021) Novice and expert Grade 9 teachers’ responses to unexpected learner offers in the teaching of algebra. Pythagoras 42:1.
Crossref
Crossref
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.
Crossref
Crossref
Ami Mamolo. 2021. Transfer of Learning. Transfer of Learning
389
403
.
Jenni Ingram, Katharine Burn, Jen Fiddaman, Colin Penfold & Clare Tope. 2021. The Learning and Development of Mathematics Teacher Educators. The Learning and Development of Mathematics Teacher Educators
263
280
.
Rina Zazkis. (2021) Personal, Nonlocal, Tacit: On Mathematical Knowledge in Teaching. Canadian Journal of Science, Mathematics and Technology Education 20:4, pages 647-656.
Crossref
Crossref
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.
Crossref
Crossref
Ceneida Fernández, Salvador Llinares & Yoilyn Rojas. (2020) Prospective mathematics teachers’ development of noticing in an online teacher education program. ZDM 52:5, pages 959-972.
Crossref
Crossref
Debra Monson, Erin Krupa, Kristin Lesseig & Stephanie Casey. (2018) Developing secondary prospective teachers’ ability to respond to student work. Journal of Mathematics Teacher Education 23:2, pages 209-232.
Crossref
Crossref
Kateřina Vlčková, Kateřina Lojdová, Josef Lukas, Jan Mareš, Lucie Škarková, Tomáš Kohoutek, Petr Květon & Stanislav Ježek. 2020. Řízení třídy: studenti učitelství a jejich provázející učitelé. Řízení třídy: studenti učitelství a jejich provázející učitelé.
Shikha Takker & K. Subramaniam. (2017) Knowledge demands in teaching decimal numbers. Journal of Mathematics Teacher Education 22:3, pages 257-280.
Crossref
Crossref
Rina Zazkis & Ami Mamolo. (2016) From disturbance to task design, or a story of a rectangular lake. Journal of Mathematics Teacher Education 21:5, pages 501-516.
Crossref
Crossref
Lawan Abdulhamid & Hamsa Venkat. (2018) Primary mathematics teachers’ responses to students’ offers: An ‘elaboration’ framework. The Journal of Mathematical Behavior 51, pages 80-94.
Crossref
Crossref
Dilek TANIŞLI, Gözde AYBER & Burcu KARAKUZU. (2018) Ortaokul Matematik Öğretmenlerinin Ders Tasarımlarının Öğretime EntegrasyonuLesson Design Integration of the Middle School Mathematics Teachers into Teaching. Anadolu Journal of Educational Sciences International 8:2, pages 514-567.
Crossref
Crossref
Boris Koichu & Alon Pinto. (2018) Developing Education Research Competencies in Mathematics Teachers Through TRAIL: Teacher-Researcher Alliance for Investigating Learning. Canadian Journal of Science, Mathematics and Technology Education 18:1, pages 68-85.
Crossref
Crossref
Orly Buchbinder. 2018. Advances in Mathematics Education Research on Proof and Proving. Advances in Mathematics Education Research on Proof and Proving
253
268
.
Caroline Lajoie. 2018. Research Advances in the Mathematical Education of Pre-service Elementary Teachers. Research Advances in the Mathematical Education of Pre-service Elementary Teachers
231
243
.
Rina Zazkis & Boris Koichu. 2018. Scripting Approaches in Mathematics Education. Scripting Approaches in Mathematics Education
365
387
.
João Pedro da Ponte, Joana Mata-Pereira, Marisa Quaresma & Isabel Velez. (2017) Formação de professores dos primeiros anos em articulação com o contexto de prática de ensino de Matemática. Revista Latinoamericana de Investigación en Matemática Educativa 20:1, pages 71-94.
Crossref
Crossref
Michael Kainose Mhlolo. (2016) Regular classroom teachers’ recognition and support of the creative potential of mildly gifted mathematics learners. ZDM 49:1, pages 81-94.
Crossref
Crossref
Vlastimil Švec, Jan Nehyba, Petr Svojanovský, James Lawley, Radim Šíp, Eva Minaříková, Blanka Pravdová, Barbora Šimůnková & Jan Slavík. 2017. Becoming a teacher: The dance between tacit and explicit knowledge. Becoming a teacher: The dance between tacit and explicit knowledge.
Lawan Abdulhamid. 2017. Improving Primary Mathematics Education, Teaching and Learning. Improving Primary Mathematics Education, Teaching and Learning
199
216
.
Vlastimil Švec, Jan Nehyba, Petr Svojanovský, James Lawley, Radim Šíp, Eva Minaříková, Blanka Pravdová, Barbora Šimůnková & Jan Slavík. 2016. Studenti učitelství mezi tacitními a explicitními znalostmi. Studenti učitelství mezi tacitními a explicitními znalostmi.
Colin Foster. (2014) EXPLOITING UNEXPECTED SITUATIONS IN THE MATHEMATICS CLASSROOM. International Journal of Science and Mathematics Education 13:5, pages 1065-1088.
Crossref
Crossref
Paul Andrews & Constantinos Xenofontos. (2014) Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers. Journal of Mathematics Teacher Education 18:4, pages 299-325.
Crossref
Crossref
Jill Fielding-Wells, Shelley Dole & Katie Makar. (2014) Inquiry pedagogy to promote emerging proportional reasoning in primary students. Mathematics Education Research Journal 26:1, pages 47-77.
Crossref
Crossref