Effects of Early Field Experiences on the Mathematical Content Knowledge and Beliefs of Prospective Elementary School Teachers: An Experimental Study

By Randolph A. Philipp, Rebecca Ambrose, Lisa L. C. Lamb, Judith T. Sowder, Bonnie P. Schappelle, Larry Sowder, Eva Thanheiser, Jennifer Chauvot. 2007

249 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5b9022b1479f85c004f87e4ff7ac6d851b59595e

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Citations in the corpus

Making Connections in Practice (2013, background): “…interviews with children supports increased awareness of the diversity of student ideas and strategies, and an enhanced capacity to interpret children’s reasoning, including relating children’s strategies and misconceptions to frameworks outlined in research (Jenkins, 2010; Philipp et al., 2007).”
Mathematical Caring Relations in Action (2010, methodology): “Care theory in general, and Noddings’s (1984, 2002) caring relations in particular, has been used to study teacher caring, especially with regard to teacher preparation (e.g., Goldstein & Lake, 2000; Philipp et al., 2007; Philipp, Thanheiser, & Clement, 2002; Rogers & Webb, 1991).”
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “Philipp and colleagues (Philipp, Thanheiser, & Clement, 2002; Philipp et al., 2007) drew on Noddings’ (1984) construct of care to explain interactions between PSTs’ orientations toward children and their understandings related to CMT.”
The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement (2014, background): “…the teacher and the role of the student in the mathematics classroom (Cooney, Shealy, & Arvold, 1998), perspectives on students’ learning mathematics (Philipp et al., 2007), beliefs about students’ abilities and capabilities (Goddard, Hoy, & Hoy, 2000), and the extent to which teachers were…”
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes (2018, background): “Scholars may also want to propose and test professional development or curricular experiences designed to sharpen teachers’ accuracy, similar to the ways in which teachers’ knowledge of student misconceptions (and learning more generally) has been the topic of professional development in mathematics”