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Volume 1 / 1998 - Volume 15 / 2012
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Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships
Chandra Hawley Orrill and Rachael Eriksen Brown
Online First™, 19 May 2012
Professional mathematics teacher identity: analysis of reflective narratives from discourses and activities
Raymond Bjuland, Maria Luiza Cestari and Hans Erik Borgersen
Online First™, 17 April 2012
Prospective Turkish primary teachers’ views about the use of computers in mathematics education
Mustafa Doğan
Online First™, 2 April 2012
Prospective elementary teachers’ development of fraction language for defining the whole
Jennifer M. Tobias
Online First™, 10 March 2012
Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks
Raisa Guberman and Roza Leikin
Online First™, 9 March 2012
Connecting changes in secondary mathematics teachers’ knowledge to their experiences in a professional development workshop
Melissa D. Boston
Prospective teacher learning: recognizing evidence of conceptual understanding
Tonya Gau Bartell, Corey Webel, Brian Bowen and Nancy Dyson
Online First™, 7 February 2012
Why new mathematics teachers do or don’t use practices emphasized in their credential program
Julie Gainsburg
Online First™, 1 February 2012
Effects of a coding intervention on what teachers learn to notice during whole-group discussion
Jimmy Scherrer and Mary Kay Stein
Online First™, 27 January 2012
Supporting children’s mathematical understanding: professional development focused on out-of-school practices
Edd V. Taylor
Online First™, 21 May 2011
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