Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers

By Zheng Zhou, Stephen T. Peverly, Tao Xin. 2006

98 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/55489822df7b8ba7d75d658f5e875cfe9602f221

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. Ellen Lesage
2. Martin Valcke
3. A. Desoete
4. H. V. Steenbrugge

In Statistics and Probability

1. Ellen Lesage
2. Martin Valcke
3. A. Desoete
4. H. V. Steenbrugge
5. G. Özsoy
6. Herbert Roeyers
7. Steven I. Higgins
8. Louise Gascoine

Citations in the corpus

• Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “Since teacher education is considered to be a crucial period to obtain a profound understanding of fractions (Borko et al. 1992, Ma 1999, Newton 2008, Toluk-Ucar 2009, Zhou et al. 2006), we include both first-year and last-year preservice teachers.”