Research in Mathematics Education, Volume 22, Issue 2 (2020)

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Research in Mathematics Education, Volume 22, Issue 2 (2020)

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International Perspectives on Frameworks for Mathematics Teachers’ Knowing and Quality of Mathematics Instruction

Editorial

Editorial
International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction
Agida Manizade & Chandra Hawley Orrill
Pages: 93-97
Published online: 25 Aug 2020
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Articles

Article
Towards a culturally embedded Financial Mathematics PCK framework
Judah Paul Makonye
Pages: 98-116
Published online: 22 Jun 2020
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Article
The role of professional knowledge for teachers’ analysing of classroom situations regarding the use of multiple representations
Marita Eva Friesen & Sebastian Kuntze
Pages: 117-134
Published online: 19 May 2020
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Article
Teachers’ noticing and interpretations of students’ responses to silent video tasks
Bjarnheiður Kristinsdóttir, Freyja Hreinsdóttir, Zsolt Lavicza & Charlotte Eliza Wolff
Pages: 135-153
Published online: 29 May 2020
AbstractforTeachers’ noticing and interpretations of students’ responses to silent video tasks | Full Text | References | PDF (1.7 MB) | EPUB
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Article
Mathematics teachers’ interpretative knowledge of students’ errors and non-standard reasoning
Maria Mellone, Miguel Ribeiro, Arne Jakobsen, Gemma Carotenuto, Piera Romano & Tiziana Pacelli
Pages: 154-167
Published online: 02 Mar 2020
AbstractforMathematics teachers’ interpretative knowledge of students’ errors and non-standard reasoning | Full Text | References | PDF (1.4 MB) | EPUB
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Article
Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity
Anke Lindmeier, Selma Seemann, Susanne Kuratli-Geeler, Andrea Wullschleger, Simone Dunekacke, Miriam Leuchter, Franziska Vogt, Elisabeth Moser Opitz & Aiso Heinze
Pages: 168-187
Published online: 31 Jan 2020
AbstractforModelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity | Full Text | References | PDF (2.5 MB) | EPUB | Supplemental
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Open Access
Article
A heuristic approach to assess change in mathematical knowledge for teaching geometry after a practice-based professional learning intervention
Patricio Herbst, Inah Ko & Amanda Milewski
Pages: 188-208
Published online: 05 Mar 2020
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Article
Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers’ knowledge
Chandra Hawley Orrill, Yasemin Copur-Gencturk, Allan Cohen & Jonathan Templin
Pages: 209-224
Published online: 31 Jan 2020
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Report

BSRLM Day Conference Proceedings
Pages: 225-228
Published online: 25 Aug 2020
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