What Matters Most: A Comparison of Expert and Novice Teachers' Noticing of Mathematics Classroom Events

By Rongjin Huang, Yeping Li. 2012

91 citations recorded by the source corpus.

Subfields: Applied Mathematics, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9f484fc9588a1e8d3e0d2157a926b80bec419f59

Citations in the corpus

• Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “Studies have often been carried out in controlled laboratory settings (e.g. Stürmer et al. 2013b), in structured teaching situations (e.g. Stürmer et al. 2017) and/or by observing other teacher’s teaching (e.g. Huang and Li 2012).”