A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching

By Paul Andrews, Gillian Hatch. 2000

73 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/771ec80bbaafabb2a90c2536e4e0df065a649bba

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. H. Hill
2. Paul Andrews
3. Seán Delaney
4. S. Schilling

In Education

1. H. Hill
2. Deborah Loewenberg Ball
3. S. Schilling
4. Seán Delaney
5. Deborah Zopf
6. Paul Andrews
7. Y. Copur-Gencturk
8. Charalambos Y. Charalambous

In Sociology and Political Science

1. H. Hill
2. Paul Andrews
3. Seán Delaney

Citations in the corpus

• “Mathematical knowledge for teaching”: adapting U.S. measures for use in Ireland (2008, background): “…teachers from England and Hungary linked different conceptions about mathematics and mathematics teaching to the presence of mathematics wall displays in English classrooms, a feature absent in Hungarian classrooms (Andrews and Hatch 2000); • the classroom contexts in which the knowledge is used.”
• Negotiating meaning in cross‐national studies of mathematics teaching: kissing frogs to find princes (2007, background): “Andrews and Hatch have compared the teaching of mathematics in England and Hungary (Andrews, 1999, 2003, 2007; Hatch, 1999; Andrews & Hatch, 2000, 2001), while Pepin and Haggarty have examined France, Germany and England (Pepin, 1999, 2002; Haggarty & Pepin, 2002; Pepin & Haggarty, 2002).”