| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Alan H. Schonenfeld: How We Think—A Theory of Goal-Oriented Decision Making and its Educational Implications
|
Arcavi, Abraham
|
|
2011
|
|
6-7 |
p. 1017-1019
|
artikel
|
| 2 |
Approaches and practices in developing teachers’ expertise in mathematics instruction: an introduction
|
Li, Yeping
|
|
2011
|
|
6-7 |
p. 759-762
|
artikel
|
| 3 |
A review of International Perspectives on Gender and Mathematics Education: it really is about gender
|
Erchick, Diana B.
|
|
2011
|
|
6-7 |
p. 1021-1024
|
artikel
|
| 4 |
A ‘task-centric approach’ to professional development: enhancing and sustaining mathematics teachers’ ability to implement cognitively challenging mathematical tasks
|
Boston, Melissa D.
|
|
2011
|
|
6-7 |
p. 965-977
|
artikel
|
| 5 |
A teacher education experiment to challenge conceptions and practices
|
Ponte, João Pedro da
|
|
2011
|
|
6-7 |
p. 847-859
|
artikel
|
| 6 |
A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom
|
Smit, J.
|
|
2011
|
|
6-7 |
p. 889-900
|
artikel
|
| 7 |
Building on mathematical events in the classroom
|
Conner, AnnaMarie
|
|
2011
|
|
6-7 |
p. 979-992
|
artikel
|
| 8 |
Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one assessment interviews
|
Clarke, Doug
|
|
2011
|
|
6-7 |
p. 901-913
|
artikel
|
| 9 |
Case-based pedagogy for prospective teachers to learn how to teach elementary mathematics in Korea
|
Pang, JeongSuk
|
|
2011
|
|
6-7 |
p. 777-789
|
artikel
|
| 10 |
Communicative characteristics of teachers’ mathematical talk with children: from knowledge transfer to knowledge investigation
|
Bräuning, Kerstin
|
|
2011
|
|
6-7 |
p. 927-939
|
artikel
|
| 11 |
Developing expertise: how enactivism re-frames mathematics teacher development
|
Brown, Laurinda
|
|
2011
|
|
6-7 |
p. 861-873
|
artikel
|
| 12 |
Elementary school teachers’ growth in inquiry-based teaching of mathematics
|
Chapman, Olive
|
|
2011
|
|
6-7 |
p. 951-963
|
artikel
|
| 13 |
Enhancing the pedagogy of mathematics teachers (EPMT) project: a hybrid model of professional development
|
Kaur, Berinderjeet
|
|
2011
|
|
6-7 |
p. 791-803
|
artikel
|
| 14 |
Improving teacher expertise through master teacher work stations: a case study
|
Li, Yeping
|
|
2011
|
|
6-7 |
p. 763-776
|
artikel
|
| 15 |
Improving teachers’ expertise in mathematics instruction through exemplary lesson development
|
Huang, Rongjin
|
|
2011
|
|
6-7 |
p. 805-817
|
artikel
|
| 16 |
Mathematics teaching expertise development approaches and practices: similarities and differences between Western and Eastern countries
|
Yang, Xinrong
|
|
2011
|
|
6-7 |
p. 1007-1015
|
artikel
|
| 17 |
Multiple-solution tasks: from a teacher education course to teacher practice
|
Leikin, Roza
|
|
2011
|
|
6-7 |
p. 993-1006
|
artikel
|
| 18 |
Online study collaboration to improve teachers’ expertise in instructional design in mathematics
|
Li, Yeping
|
|
2011
|
|
6-7 |
p. 833-845
|
artikel
|
| 19 |
Teacher preparation for a problem-solving curriculum in Singapore
|
Leong, Yew Hoong
|
|
2011
|
|
6-7 |
p. 819-831
|
artikel
|
| 20 |
The development of teachers’ expertise through their analysis of good practice in the mathematics classroom
|
Carrillo, José
|
|
2011
|
|
6-7 |
p. 915-926
|
artikel
|
| 21 |
The relevance of advanced mathematics studies to expertise in secondary school mathematics teaching: practitioners’ views
|
Even, Ruhama
|
|
2011
|
|
6-7 |
p. 941-950
|
artikel
|
| 22 |
Ways of promoting the sustainability of mathematics teachers’ professional development
|
Zehetmeier, Stefan
|
|
2011
|
|
6-7 |
p. 875-887
|
artikel
|
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