Teacher Education Does Matter: A Situative View of Learning to Teach Secondary Mathematics

By Hilda Borko, D. Peressini, L. Romagnano, Eric J. Knuth, Christine Willis-Yorker, C. Wooley, J. Hovermill, K. Masarik. 2000

91 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/7403f31f9b2b709d8a076f0af3978fe91de465ab

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. C. Fernandez
2. M. L. Fernandez
3. Aki Murata
4. Reidar Mosvold
5. Raymond Bjuland
6. A. Leavy

Citations in the corpus

• Lesson Study: A Means for Elementary Teachers to Develop the Knowledge of Mathematics Needed for Reform-Minded Teaching? (2005, background): “Why has the enactment of reform-minded teaching proven to be so elusive? Many have argued that the crux of the problem is that this complex and ambitious form of teaching places heavy demands on teachers (Borko et al., 2000; Wilson & Ball, 1996).”