Negotiating Identities for Mathematics Teaching in the Context of Professional Development

By Melissa S. Gresalfi, Paul Cobb. 2011

98 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/2e6532b2a4bb4da3d46f407e1633d56c03cfc5f1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Lynsey K. Gibbons
2. Charlotte J. Sharpe
3. Matthew J. Griffin
4. Masako Nishio
5. Lawrence M. Clark
6. Jill Neumayer DePiper
7. Youyoung Choi
8. Patricia F. Campbell

Citations in the corpus

• Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…and success in mathematical contexts (Kilpatrick, Swafford, & Findell, 2001), there is growing interest in the role mathematics teachers play and the resources they draw on in the development of students’ mathematical dispositions (Clark, Badertscher, & Napp, 2013; Gresalfi & Cobb, 2001).”
• Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform (2017, background): “This could be viewed as promising, in that viewing student learning in relation to instruction is an important and necessary step in engaging substantially in instructional improvement efforts (Gresalfi & Cobb, 2011).”