Learning to Teach Mathematics: Focus on Student Thinking

By M. Franke, E. Kazemi. 2001

208 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7e51106054f9fb3b8ef288a37f3068bce135e1e2

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In Education

Citations in the corpus

Teachers’ Discussions Of Students’ Thinking: Meeting The Challenge Of Attending To Students’ Thinking (2005, methodology): “This view of effective teaching has specific grounding in several research projects, including, among others, Cognitively Guided Instruction (Fennema, Carpenter, Franke, Levi, Jacobs & Empson, 1996; Franke & Kazemi, 2001 ), the Purdue Problem-Centered Mathematics Project (Cobb, Wood & Yackel, 1990;”
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge (2011, background): “Franke and Kazemi (2001) found that paying attention to students’ mathematical thinking not only improved students’ performance but also helped veteran math teachers learn to teach more effectively by inquiring into their practice.”
Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, background): “Through researchers have examined discrete skills such as attending, analyzing, and responding to student ideas (Franke & Kazemi, 2001; Levin, Hammer, & Coffey, 2009; Santagata, Zannoni, & Stigler, 2007; Star & Strickland, 2008; van Es & Sherin, 2002, 2008), there is consensus that these skills are…”
DEVELOPING PRE-SERVICE TEACHERS’ NOTICING OF STUDENTS’ UNDERSTANDING OF THE DERIVATIVE CONCEPT (2014, background): “In this context, we have seen an emphasis on the need for teachers to base their teaching decisions on their students’ learning characteristics of mathematical content (Franke & Kazemi, 2001).”
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “In addition, research with practicing teachers has emphasized the generative and empowering role of teacher learning communities in teacher learning related to CMT and CFoK (e.g., Franke & Kazemi, 2001; Planas & Civil, 2009).”
Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students (2008, background): “…KCS comes from experimental and other tightly controlled professional development studies in which teachers investigated how students learn particular subject matter, such as whole number operations or fractions (Carpenter et al., 1989; Cobb et al., 1991; Franke & Kazemi, 2001; Saxe et al., 2001).”
Participants' Roles in the Context of a Video Club (2009, background): “In particular, when teachers attend closely to students’ ideas, it can provide opportunities for both teacher and student learning and can have a positive influence on student achievement (Fennema et al., 1996; Franke, Carpenter, Levi, & Fennema, 2001; Franke & Kazemi, 2001).”
An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children (2017, background): “However, both PSTs and practicing teachers find the creation of such problems very challenging (Crespo & Sinclair, 2008; Franke & Kazemi, 2001; Osana & Pelczer, 2015).”