Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching

By M. Lampert, Heather L. Beasley, Hala Ghousseini, E. Kazemi, M. Franke. 2010

313 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/41aa59dbd48ddcf75eb36c4e4a06e03dc0da8b44

How researchers see this paper

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

In Developmental and Educational Psychology

1. Elizabeth A. van Es
2. A. Wilhelm
3. Jennifer W. Sun
4. Kenneth A. Frank
5. E. Kazemi
6. Min Sun
7. Peter Liljedahl
8. Tara Barnhart

In Education

1. Elizabeth A. van Es
2. Jennifer W. Sun
3. A. Wilhelm
4. Matthew J. Griffin
5. Masako Nishio
6. Adrian Cunard
7. Lawrence M. Clark
8. Angela C. Turrou

In Statistics and Probability

1. Elizabeth A. van Es
2. Min Sun
3. Jennifer W. Sun
4. A. Wilhelm
5. Lawrence M. Clark
6. Kenneth A. Frank
7. E. Kazemi
8. Peter A. Youngs

Citations in the corpus

• Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning (2014, background): “classrooms and require teachers to anticipate and respond to students’ thinking (Cobb & Jackson, 2011; Kazemi, Franke, & Lampert, 2009; Lampert et al., 2010).”
• Getting Inside Rehearsals (2016, background): “Elsewhere, we have discussed the rationale and benefits of using IAs to guide teacher learning (see Lampert et al., 2010).”
• An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “Recent research advocates for teacher education to place an increased focus on preparing beginning teachers to learn to enact high-leverage practices (Grossman, Hammerness, & McDonald, 2009; Lampert et al., 2010).”
• Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “These elements of the TASSP factor align with beliefs about mathematics teaching and learning that support ambitious teaching practices (Lampert et al., 2010).”