Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions.
By Lawrence M. Clark, Jill Neumayer DePiper, T. Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, Youyoung Choi. 2014
81 citations recorded by the source corpus.
Subfields: Applied Mathematics, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/dfe07b1a3bbe6cf8bd78a1e89aafc137ade15137
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Applied Mathematics
In Education
- Sue Johnston-Wilder
- M. Welsh
- Janice Kooken
- Clare Lee
- Ariel M. Aloe
- D. McCoach
- M. Matthews
- Del Siegle
In Statistics and Probability
- R. Kim
- B. Becker
- Ariel M. Aloe
- Christopher G. Thompson
- Sue Johnston-Wilder
- M. Welsh
- Janice Kooken
- Clare Lee
Citations in the corpus
- Extracting the Variance Inflation Factor and Other Multicollinearity Diagnostics from Typical Regression Results (2017, methodology): “The third example comes from Clark et al. (2014), a study that uses three measures of teachers’ beliefs about mathematics teaching and learning as outcomes in multiple regression.”
- Development and Validation of the Mathematical Resilience Scale (2016, background): “The factor named Teacher Allowance for Student Struggle with Problems measured teacher’s belief that learning mathematics should involve struggle (L. M. Clark et al., 2014, p. 258).”