A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of Mathematics

By W. Bray. 2011

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Prospective teachers development of adaptive expertise (2015, background): “While conscious of Bray's (2011) contention that those teachers with “sound knowledge are more apt to notice and respond to critical learning moments in the lesson, and are more likely to be able to use students' thinking as springboards for inquiry in the context of class discussions” (p.”
Seeing With Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors (2012, background): “However, in the collective case study by Bray (2011), a teacher of ELLs was found to treat students’ flawed solutions with tight control so that the teacher–student interaction was primarily teacher-directed without room for student participation.”
The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement (2014, background): “…examining mathematics instruction noted that teachers seem to draw not only on their pedagogical and content knowledge when teaching but also on their beliefs (Beswick, 2007; Bray, 2011; Gellert, 2000) and their awareness of classroom conditions and interactions (Sherin, Jacobs, & Philipp, 2011).”