Learning to notice important student mathematical thinking in complex classroom interactions

By Shari L. Stockero, Rachel L. Rupnow, Anna E. Pascoe. 2017

142 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/be88be7e962e1559d95231d6139c22600ea22d17

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. Hosun Kang
2. Elizabeth A. van Es
3. Tara Barnhart
4. Peter Liljedahl
5. Mary Kay Stein
6. Miray Tekkumru Kisa
7. Miriam Gamoran Sherin
8. Julie M. Amador

In Statistics and Probability

1. Elizabeth A. van Es
2. Hosun Kang

Citations in the corpus

• Articulating Design Principles for Productive Use of Video in Preservice Education (2018, methodology): “…(a) engaging preservice teachers in the content presented in the video, (b) highlighting and annotating the transcript of the video, and (c) annotating and comparing video using software analysis tools to generate shared frameworks of instruction (McDonald & Rook, 2015; Stockero et al., 2017).”
• Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “Novice teachers do not automatically know how to observe students’ learning (Stahnke et al. 2016; Star and Strickland 2008; Stockero et al. 2017).”