Citations (26)
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Janet Bowers, Wendy Smith, Lixin Ren & Robert Hanna. (2019) Integrating active learning labs in precalculus: Measuring the value added. Investigations in Mathematics Learning 11:1, pages 1-15.
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Ian Whitacre. (2018) Prospective Elementary Teachers Learning to Reason Flexibly with Sums and Differences: Number Sense Development Viewed Through the Lens of Collective Activity. Cognition and Instruction 36:1, pages 56-82.
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Günhan Caglayan. (2014) Static Versus Dynamic Disposition: The Role of GeoGebra in Representing Polynomial-Rational Inequalities and Exponential-Logarithmic Functions. Computers in the Schools 31:4, pages 339-370.
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Jo Towers & LyndonC. Martin. (2014) Building Mathematical Understanding Through Collective Property Noticing. Canadian Journal of Science, Mathematics and Technology Education 14:1, pages 58-75.
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LyndonC. Martin & Jo Towers. (2009) Improvisational coactions and the growth of collective mathematical understanding. Research in Mathematics Education 11:1, pages 1-19.
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Amanda Jansen. (2008) An Investigation of Relationships between Seventh-Grade Students' Beliefs and Their Participation during Mathematics Discussions in Two Classrooms. Mathematical Thinking and Learning 10:1, pages 68-100.
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Lyndon Martin, Jo Towers & Susan Pirie. (2006) Collective Mathematical Understanding as Improvisation. Mathematical Thinking and Learning 8:2, pages 149-183.
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A. Kirova, D.M. Dachyshyn, G. Hlibka, K. Holt, A. Kamal, G. Kozak, P. Mattason & L. Pawlowski. (2004) Creating a transformative learning community: Generating collective knowledge in an early childhood graduate course. Journal of Early Childhood Teacher Education 25:1, pages 19-28.
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Su-Chi Fang & Ying-Shao Hsu. (2017) Understanding science teachers' enactments of a computer-based inquiry curriculum. Computers & Education 112, pages 69-82.
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Aaron Weinberg, Emilie Wiesner & Tim Fukawa-Connelly. (2015) Mathematics lectures as narratives: insights from network graph methodology. Educational Studies in Mathematics 91:2, pages 203-226.
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Nicole Becker, Courtney Stanford, Marcy Towns & Renee Cole. (2015) Translating across macroscopic, submicroscopic, and symbolic levels: the role of instructor facilitation in an inquiry-oriented physical chemistry class. Chemistry Education Research and Practice 16:4, pages 769-785.
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Lyndon C. Martin & Jo Towers. (2014) Growing mathematical understanding through Collective Image Making, Collective Image Having, and Collective Property Noticing. Educational Studies in Mathematics 88:1, pages 3-18.
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John M. Francisco. (2012) Learning in collaborative settings: students building on each other’s ideas to promote their mathematical understanding. Educational Studies in Mathematics 82:3, pages 417-438.
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Nicole Becker, Chris Rasmussen, George Sweeney, Megan Wawro, Marcy Towns & Renee Cole. (2013) Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class. Chem. Educ. Res. Pract. 14:1, pages 81-94.
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V. Darleen Opfer & David Pedder. (2011) Conceptualizing Teacher Professional Learning. Review of Educational Research 81:3, pages 376-407.
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Janet S. Bowers & Becky Stephens. (2011) Using technology to explore mathematical relationships: a framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education 14:4, pages 285-304.
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Elaine Simmt. 2011. Expertise in Mathematics Instruction. Expertise in Mathematics Instruction
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Chris Rasmussen, Michelle Stephan & Karen Allen. (2004) Classroom mathematical practices and gesturing. The Journal of Mathematical Behavior 23:3, pages 301-323.
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