Teaching Problems and the Problems of Teaching

By M. Lampert. 2001

1,045 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4905059f32128c4e268e557f03959f87b3bceed7

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Citations in the corpus

Negotiating Identities for Mathematics Teaching in the Context of Professional Development (2011, background): “There is broad consensus in the mathematics education research community that the forms of mathematics instruction that Stigler and Hiebert (1999) showed are typical in the United States need to change if students are to have opportunities to develop deep conceptual understanding of central mathemat”
The many colors of algebra: The impact of equity focused teaching upon student learning and engagement (2016, background): “…the United States offer students opportunities to solve complex problems and to act with agency in using and adapting mathematical methods (e.g., Ball, 1993; Lampert, 2001; Maher & Martino, 1996), such classrooms are rare and often such learning opportunities are restricted to high-level courses.”
Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking (2009, background): “For students, assessment helps identify what is “important” in their school subject areas ( Lampert, 2001 ).”
Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform (2017, background): “Enacting high-quality instruction requires viewing students as able to engage in sensemaking and as having valuable ideas on which to build (Lampert, 2001).”
Lesson Study: A Means for Elementary Teachers to Develop the Knowledge of Mathematics Needed for Reform-Minded Teaching? (2005, background): “For some time now, the mathematics education community has converged on a general view of teaching, which has formed the thrust of a strong reform movement because it represents a drastic departure from how mathematics is generally taught (Lampert, 2002; Lappan, 1997; NCTM Principles and Standards, ”
Vaughn Elementary's Innovative Teacher Evaluation System: Are Teacher Evaluation Scores Related to Growth in Student Achievement? (2004, methodology): “Although the usefulness of this strategy has been discussed in literature on reform mathematics instruction (e.g., see Lampert, 2001; National Council of Teachers of Mathematics, 2000), the teacher was criticized by her evaluator for teaching writing during a math lesson.”
Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others (2010, background): “Like teacher beliefs, vision has a long history in education (see, for instance, Feiman-Nemser, 2001; Garrison, 1997; Highet, 1950; Lampert, 2001; Pullias & Young, 1968), and has recently become the subject of empirical classroom practice‖—what the classroom environment will be, what her or his…”
Developing Pedagogies in Teacher Education to Support Novice Teachers' Ability to Enact Ambitious Instruction (2009, background): “Ambitious teaching requires that teachers teach in response to what students do as they engage in problem solving performances, all while holding students accountable to learning goals that include procedural fluency, strategic competence, adaptive reasoning, and productive dispositions (Kilpatrick ”
What Japanese and U.S. Teachers Think About When Constructing Mathematics Lessons: A Preliminary Investigation (2005, background): “For example, a small number of teacher/academic researchers have produced in-depth case analyses of their teaching (e.g., Ball, 1993; Lampert, 2002; Wilson & Ball, 1996), and others have studied in a similar vein the instruction of regular classroom teachers (e.”
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? (2016, background): “Knowledge is important for teaching because educators could use information to make instructional decisions in their classrooms (Lampert, 2001; Turner-Bisset, 1999).”
Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups (2006, methodology): “…well-established instructional practices and PEER-DIRECTED GROUPS 65 norms guiding interpersonal exchanges, nor does research on peer learning take these into account, thereby limiting our understanding of the functioning and effectiveness of these methods (Lampert, 2001; Stigler & Hiebert, 1997).”
Improving Teaching Does Improve Teachers (2012, neutral): “Teaching is an enormously complex endeavor of juggling many concerns simultaneously (Lampert, 2001). Out-of-classroom training can take an educator only so far— and then it is necessary to integrate a new approach into practice, see what happens to the juggling act, and recalibrate. Despite the need”
Making culturally responsive mathematics teaching explicit: a lesson analysis tool (2013, background): “Because of the complexities of learning, teaching involves bridge building between previous knowledge and new knowledge (Lampert, 2001).”
Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide? (2005, background): “To make headway on these questions , we have focused on the " work of teaching " ( Ball , 1993 ; Lampert , 2001 ) .”
Participation of non-dominant students in argumentation in the mathematics classroom (2015, background): “Considerable evidence (e.g. Lampert 2001; Manouchehri and St John 2006; Wood, Williams, and McNeal 2006) illustrates the beneficial effects of students articulating their mathematical reasoning, and inquiring and challenging the reasoning of others.”
Keeping It Complex (2013, background): “Furthermore, they must be used in relationships among teacher, students, and the content to be learned (Lampert, 2001).”