Triadic interaction in clinical task-based interviews with mathematics teachers

By Boris Koichu, Guershon Harel. 2007

60 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f20e1a4bde94e237d382bc9ba0c71bb1d28241b4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. H. Hill
2. Geoffrey Phelps
3. Charalambos Y. Charalambous

In Education

1. H. Hill
2. Charalambos Y. Charalambous
3. Geoffrey Phelps
4. Deborah Loewenberg Ball
5. Y. Copur-Gencturk
6. Ben Kelcey
7. Mark J. Chin
8. Charles Munter

Citations in the corpus

• Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study* (2010, methodology): “Three different types of interviews were conducted: clinical task-based interviews (see Koichu & Harel, 2007), general interviews, and postlesson interviews.”
• Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008, methodology): “The clinical task-based interviews (cf., Koichu & Harel, 2007) engaged each of the teachers in solving 18 MKT items on numbers and operations, geometry, and pattern, functions, and algebra.”