SHS Web Conf.
Volume 31, 2016ERPA International Congresses on Education 2016 (ERPA 2016)
|Number of page(s)||11|
|Published online||05 September 2016|
- Alajmi, A., & Reys, R. (2007). Reasonable and reasonableness of answers: Kuwaiti middle school teachers’ perspectives. Educ. Studies in Mathematics, 65(1), 77–94. [CrossRef] [Google Scholar]
- Ball, D. (1991). Research on teaching mathematics: Making subject-matter knowledge part of the equation. In Brophy, J. (Ed.), Advances in research on teaching, a research annual: Teachers’ knowledge of subject matter as it relates to their teaching practice (pp. 1–48). Greenwich, CT: JAI Press. [Google Scholar]
- Bozkurt, A.(2011). A classroom observation-based evaluation of elementary teachers use of technology in the classrooms in Turkey. Educational Research and Reviews, 6(4), 367–373. [Google Scholar]
- Bozkurt, A. (2012). Ortaöğretim Öğretmenlerinin Sınıflarında Oluşturmaya Çalıştıkları Öğretim Normları ve Bu Normların Bazı Değişkenlere Göre İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(2) [In Turkish]. [Google Scholar]
- Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C. P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American educational research journal, 26(4), 499–531. [CrossRef] [Google Scholar]
- Chapin, S. H., & Anderson, N. C. (2003). Crossing the bridge to formal proportional reasoning. [Google Scholar]
- Chick, H. L., & Baker, M. K. (2005). Investigating Teachers ‘responses to Student Misconceptions. Conference on International Group for the Psychology of Mathematics Education, 249. [Google Scholar]
- Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 13–15. [CrossRef] [Google Scholar]
- Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational evaluation and policy analysis, 25(2), 119–142. [CrossRef] [Google Scholar]
- Dekker, R., & Elshout-Mohr, M. (2004). Teacher interventions aimed at mathematical level-raising during collaborative learning. Educational Studies in Mathematics, 56(1), 39–65. [CrossRef] [Google Scholar]
- Demir, S., & Bozkurt, A. (2011). İlköğretim matematik öğretmenlerinin teknoloji 12. entegrasyonundaki öğretmen yeterliklerine ilişkin görüşleri. İlköğretim Online, 10(3) [In Turkish]. [Google Scholar]
- Drews, D. (2005). Children’s mathematical errors and misconceptions: perspectives on the teacher’s role. Children errors in mathematics: Understanding common misconceptions in primary schools, 14–21. [Google Scholar]
- Hiebert, J., Gallimore, R., Garnier, H., Givving, K. B., Hollingsworth, H., Jacobs, J., et al. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 video study. Washington, DC: National Center for Education Statistics. [Google Scholar]
- Hiebert, J.,& Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. Second handbook of research on mathematics teaching and learning, 1, 371–404. [Google Scholar]
- Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and instruction, 26(4), 430–511. [CrossRef] [Google Scholar]
- Hill, H. C. B. (2010). Measuring the mathematical quality of instruction. Journal of Mathematics Teacher Education. [Google Scholar]
- Hofer, M. ve Swan, K.O. (2008). Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2), 179–200. [CrossRef] [Google Scholar]
- Kane, T.J., & Staiger, D.O. (2012). Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. MET Project. Bill & Melinda Gates Foundation. [Google Scholar]
- Lustick, D. (2010). The priority of the question: Focus questions for sustained reasoning in science. Journal of Science Teacher Education, 41(5), 495–511. [CrossRef] [Google Scholar]
- Mathematics Teaching in the Middle School, 8(8), 4–20. [Google Scholar]
- Morge, L. (2005). Teacher-pupil interaction: A study of hidden beliefs in conclusion phases. Research report. International Journal of Science Education, 27(8), 9–35. [Google Scholar]
- Santagata, R. (2005). Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons. Teaching and Teacher Education, 21(5), 491–508. [CrossRef] [Google Scholar]
- Shulman, L.(1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. [CrossRef] [Google Scholar]
- Stein, M.K., Smith, M.S., Henningsen, M.& Silver, E.A. (2000). Implementing standarts-based mathematics instruction: A casebook for Professional development. New York: Teachers College Press. [Google Scholar]
- Swan, M. (2001). Dealing with misconceptions in mathematics. In Gates, P. (Ed). Issues in Mathematics Teaching. Routledge Palmer: London [Google Scholar]
- Van den Oord, E. J., & Rossem, V. (2002). Differences in first graders’ school adjustment: The role of classroom characteristics and social structure of the group. Journal of School Psychology, 40(5), 371–394. [CrossRef] [Google Scholar]
Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.
Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.
Initial download of the metrics may take a while.