Prospective teacher learning: recognizing evidence of conceptual understanding

By Tonya Gau Bartell, Corey Webel, Brian Bowen, Nancy I. Dyson. 2013

131 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e74b757f7fcd65531dc2d3f9fe5e569ace7d3210

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. Cathery Yeh
2. Rossella Santagata
3. Gabriele Kaiser
4. Sigrid Blömeke
5. W. Bray

In Statistics and Probability

1. Cathery Yeh
2. Rossella Santagata

Citations in the corpus

• DEVELOPING PRE-SERVICE TEACHERS’ NOTICING OF STUDENTS’ UNDERSTANDING OF THE DERIVATIVE CONCEPT (2014, unknown): “…et al., 2013; proportional reasoning, Fernandez et al., 2013; algebraic reasoning in elementary school, Jacobs, Franke, Carpenter, Levi & Battey, 2007; algebraic thinking, Magiera et al., 2013; subtraction of decimals, comparison of fractions and multiplication of fractions, Bartell et al., 2013).”
• Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning (2015, methodology): “Drawing from existing literature on PSTs’ analysis skills (Bartell et al., 2013; Hiebert et al., 2007; Morris, 2006; Santagata & van Es, 2010; Santagata et al., 2007), we considered as justified claims only responses that (a) provided an analysis about the impact of the teacher’s actions on student ”