Developing preservice teachers' pedagogical content knowledge of slope

By S. Stump. 2001

71 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/b2ee4893286ed94fafd4797e08442a1db166cf49

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. Byerley
2. Nilüfer Köse
3. Dilek Tanışlı
4. Helen M. Doerr
5. Patrick Thompson

In General Agricultural and Biological Sciences

1. Nilüfer Köse
2. Dilek Tanışlı
3. Helen M. Doerr
4. Patrick Thompson
5. C. Byerley

Citations in the corpus

• Pre-Service Mathematic Teachers’ Knowledge of Students about the Algebraic Concepts (2013, background): “The literature presents several studies about inservice teachers’ and preservice teachers’ knowledge of students in various subject areas (Carpenter, Fennema, Peterson & Carey, 1988; Even, 1993; Stump, 2001; An, Kulm & Wu, 2004; Son, 2006; Chick, Baker, Pham & Cheng, 2006; Baker & Chick, 2006; Bayaz”
• Secondary mathematics teachers’ meanings for measure, slope, and rate of change (2017, methodology): “…rate of change, and quotient typically focused on small numbers of teachers in an effort to model their meanings or to characterize their proficiency with these ideas (Ball, 1990; Coe, 2007; Fisher, 1988; McDiarmid & Wilson, 1991; Stump, 1999, 2001; Thompson, 1994b; Thompson & Thompson, 1994).”
• Playing Mathematical Instruments: Emerging Perceptuomotor Integration with an Interactive Mathematics Exhibit (2013, unknown): “…the concepts of rate of change and slope (Confrey & Smith, 1994; Lehrer, Strom, & Confrey, 2002; Lobato & Ellis, 2010; Lobato, Ellis, & Munoz, 2003; Lobato, Rhodehamel, & Hohensee, Under review; Lobato & Thanheiser, 2002; Saldanha & Thompson, 1998; Simon & Blume, 1994; Stump, 2002; Thompson, 1995).”
• Teachers’ Knowledge and the Teaching of Algebra (2004, background): “In a later study‚ which also examined the lessons taught by three pre-service teachers to college algebra students‚ Stump (2001) found that while “their knowledge of representations for teaching slope was dominated by graphs and physical situations” (p. 224)‚ the teachers’ actual lessons were focu”