Journal of Mathematics Teacher Education

Title Publication Date Language Citations
Teachers’ conceptions of representation in middle school mathematics2010/02/11English37
Using valsiner?s zone theory to interpret Teaching practices in mathematics and science Classrooms2005/02/01English36
Middle Grade Teachers’ Learning through Students’ Engagement with Modeling Tasks*2006/06/03English35
Reconsidering the Study of Mathematics Instructional Practices: The Importance of Curricular Context in Understanding Local and Global Teacher Change2006/08/16English35
Interweaving mathematics and pedagogy in task design: a tale of one task2007/10/31English35
The role of attention in expert classroom practice2007/03/16English34
Culturally responsive teaching in the context of mathematics: a grounded theory case study2011/12/17English33
Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study2016/04/13English33
Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative2016/05/12English33
Which research can support PD facilitators? Strategies for content-related PD research in the Three-Tetrahedron Model2019/05/07English32
Using technology to explore mathematical relationships: a framework for orienting mathematics courses for prospective teachers2011/02/17English32
Definitions of mathematical knowledge for teaching: using these constructs in research on secondary and college mathematics teachers2014/04/20English32
What they notice in video: a study of prospective secondary mathematics teachers learning to teach2015/04/14English32
Prospective teachers’ reasoning and response to a student’s non-traditional strategy when dividing fractions2009/06/14English31
Prospective elementary teachers’ knowledge of fraction division2012/06/30English31
Prospective elementary teachers’ perceptions of real-life connections reflected in posing and evaluating story problems2012/06/05English31
Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take?2011/03/17English31
Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts2007/11/07English31
Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks2012/03/10English31
Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study2010/05/26English30
Leader noticing of facilitation in videocases of mathematics professional development2016/03/11English30
Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: a comparison of responses to animations and videos2013/12/18English30
Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions2006/04/20English30
On mathematical understanding: perspectives of experienced Chinese mathematics teachers2015/10/15English30
How to develop mathematics-for-teaching and for understanding: the case of meanings of the equal sign2009/08/27English29
The development of a mathematics teacher’s professional identity during her first year teaching2017/03/03English29
Collaborative teacher inquiry as a tool for building theory on the development and use of rich mathematical tasks2009/12/15English29
Decentering: A construct to analyze and explain teacher actions as they relate to student thinking2015/04/18English29
Mathematics teachers’ self-captured video and opportunities for learning2017/08/28English28
An investigation of prospective secondary mathematics teachers’ conceptual knowledge of and attitudes towards statistics2013/07/16English28