Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms

By E. Kazemi, D. Stipek. The Elementary school journal, 2001

434 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e5ddacb84a3e4ecbc3e22253ebf5e8517a7a8bbd

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Citations in the corpus

Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn (2017, background): “Also, they must press and support students to explain and justify their reasoning in ways that other students can understand (Kazemi & Stipek, 2001; Wood, Cobb, & Yackel, 1991).”
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development (2009, methodology): “Over the course of the seminars, leaders were prompted to notice the nature of questioning, the locus and distribution of kinds of mathematical talk, and the treatment of errors and confusion as a way of paying attention to sociomathematical norms (Kazemi & Stipek, 2001).”
A Classroom Perspective on the Principle of Moderate Challenge in Mathematics (2004, background): “In research focused specifically on how teachers who were studied by Stipek and colleagues (1998) implemented challenging mathematics instruction, Kazemi and Stipek (2001) analyzed instruction to determine which practices teachers used to meet socio-mathematical norms.”
A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of Mathematics (2011, background): “Several research efforts have illuminated teaching strategies that make students’ mathematical thinking a central feature of instruction (Fraivillig, Murphy, & Fuson, 1999; Franke, Fennema, & Carpenter, 1997; Hiebert et al., 1997; Kazemi & Stipek, 2001; Stigler, Fernandez, & Yoshida, 1996).”
Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates (2018, background): “…that classroom discourse can support student engagement, understanding, and problem solving in many subject areas, ranging from reading and writing (e.g., Murphy, Wilkinson, Soter, Hennessey, & Alexander, 2009) to math and science (e.g., Engle & Conant, 2002; Kazemi & Stipek, 2001; O’Connor, 2001).”
Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching (2010, background): “Over the course of more than 20 years, Lampert (e.g., 2001, 1992a, 1992b, 1989, 1986), Franke (e.g., Franke & Kazemi, 2001; Carpenter, Fennema, Franke, Levi, & Empson, 1999; Fennema et al., 1993), and Kazemi (e.g., Kazemi & Stipek, 2001; Kazemi, 1998) and several others 1 have investigated what am”
Decentering: A construct to analyze and explain teacher actions as they relate to student thinking (2016, background): “, Kazemi and Stipek 2001; Nathan and Knuth 2003; Truxaw and DeFranco 2007). For example, Nathan and Knuth (2003) found that increasing the quantity of student talk in a middle grades classroom did not necessarily improve students’ mathematical understandings.”
Keeping It Complex (2013, background): “Supporting students’ explanations requires teachers not only to provide sufficient time and appropriate tasks but also to press for justification and explanation in response to student performance (Kazemi & Stipek, 2001; Silver & Smith, 1996; Stein, Grover, & Henningsen, 1996).”