Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching

By Jeremy Hodgen. 2011

70 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9f3a6d6fd6d83589a88ee7435cee99d8792560ca

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. J. Godino

In Education

1. Thorsten Scheiner
2. L. Pino-Fan
3. J. Godino

In Statistics and Probability

1. Thorsten Scheiner
2. J. Godino

Citations in the corpus

• What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views (2018, background): “A number of scholars have pointed to inadequacies in such conceptualizations of teacher knowledge, arguing that they disregard the deep embeddedness of knowledge in professional activity (Hodgen, 2011) and ignore the dynamic interactions between different kinds or facets of teacher knowledge (Hashwe”