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American Anthropologist, 96(3), 606–633.\nHoth, J., Schwarz, B., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016). Uncovering predictors of disagreement: Ensuring the quality of expert ratings. ZDM Mathematics Education, 48(1-2), 83–95. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-016-0758-z\nHuang, R., & Li, Y. (2012). What matters most: A comparison of expert and novice teachers’ noticing of mathematics classroom events. School Science and Mathematics, 112(7), 420–432. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1949-8594.2012.00161.x\nHughes, R., & Huby, M. (2001). The application of vignettes in social and nursing research. Journal of Advanced Nursing, 37(4), 382–386. https:\u002F\u002Fdoi.org\u002F10.1046\u002Fj.1365-2348.200202100.x\nIvars, P., Fernández, C., & Llinares, S. (2020). A learning trajectory as a scaffold for pre-service teachers’ noticing of students’ mathematical understanding. International Journal of Science and Mathematics Education, 18, 529–548. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10763-019-09973-4\nJacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202 www.jstor.org\u002Fstable\u002F20720130\nKaiser, G., & Blömeke, S. (2013). Learning from the eastern and the western debate: The case of mathematics teacher education. ZDM Mathematics Education, 45(1), 7–19.\nKaiser, G., Blömeke, S., König, J., Busse, A., Döhrmann, M., & Hoth, J. (2017). Professional competencies of (prospective) mathematics teachers—Cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 1–22. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10649-016-9713-8\nKaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence. International Journal of Science and Mathematics Education, 13(2), 369–387. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10763-015-9616-7\nKaiser, G. & König, J. (2019). Competence measurement in (mathematics) teacher education and beyond: Implications for policy. Higher Education Policy, 32, 597–615. https:\u002F\u002Fdoi.org\u002F10.1057\u002Fs41307-019-00139-z\nKeppens, K., Consuegra, E., Goossens, M., de Maeyer, S., & Vanderlinde, R. (2019). Measuring pre-service teachers’ professional vision of inclusive classrooms: A video-based comparative judgement instrument. Teaching and Teacher Education, 78, 1–14. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2018.10.007\nKleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S. & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge. Journal of Teacher Education, 64(1), 90–106. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0022487112460398\nKönig, J. (2013). First comes the theory, then the practice? On the acquisition of general pedagogical knowledge during initial teacher education. International Journal of Science and Mathematics Education, 11(4), 999–1028. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10763-013-9420-1\nKönig, J. (2015). Measuring classroom management expertise (CME) of teachers: A video-based assessment approach and statistical results. Cogent Education, 2(1), 991178.\nKönig, J., Blömeke, S., Jentsch, A., Schlesinger, L., Felske, C., Musekamp, F., & Kaiser, G. (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics, 107, 189–212.\nKönig, J., Ligtvoet, R., Klemenz, S., & Rothland, M. (under review). Discontinued knowledge growth: On the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice.\nKönig, J., Santagata, R., Scheiner, T., Adleff, A.-K., Yang, X., & Kaiser, G., (under review). Teacher noticing: A systematic literature review on conceptualizations, research designs, and findings on learning to notice.\nLachner, A., Jarodzka, H., & Nückles, M. (2016). What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities. Instructional Science, 44(3), 197–203. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11251-016-9376-y\nLandesinstitut für Lehrerbildung und Schulentwicklung. (2015). Curriculum for education in mathematics. [Ausbildungscurriculum Mathematik.] https:\u002F\u002Fli.hamburg.de\u002Fcontentblob\u002F5887082\u002F698b68ec837e795ca8b5daa4364a7b50\u002Fdata\u002Fpdf-ac-mathe.pdf\nLandesinstitut für Lehrerbildung und Schulentwicklung. (2019). Framework for teacher education and qualification. [Referenzrahmen Lehrkräfteausbildung und Anpassungsqualifizierung.] https:\u002F\u002Fli.hamburg.de\u002Fcontentblob\u002F12779726\u002Ff628678e4a1c59.b9614951ddc71d21c6\u002Fdata\u002Fpdf-referenzrahmen-19-08.pdf\nLandis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159. https:\u002F\u002Fdoi.org\u002F10.2307\u002F2529310\nLievens, F., Peeters, H., & Schollaert, E. (2008). Situational judgement tests: A review of recent research. Personnel Review, 37 (4), 426–441. https:\u002F\u002Fdoi.org\u002F10.1108\u002F00483480810877598\nLinacre, J. M. (2002). What do infit and outfit, mean-square and standardized mean? Rasch Measurement Transactions, 16(2), 878.\nLipowsky, F. (2019). How do findings from research get into classroom? – Impulses from professional development research [Wie kommen Befunde der Wissenschaft in die Klassenzimmer? –Impulse der Fortbildungsforschung]. In C. Donie, F. Foerster, M. Obermayr, A. Deckwerth, G. Kammermeyer, G. Lenske, M. Leuchter, & A. Wildemann (Eds.), Grundschulpädagogik zwischen Wissenschaft und Transfer (pp. 144–161). VS Verlag.\nLiu, S., & Phelps, G. (2020). Does teacher learning last? Understanding how much teachers retain their knowledge after professional development. Journal of Teacher Education, 71(5), 537–550. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0022487119886290\nLouie, N. L. (2018). Culture and ideology in mathematics teacher noticing. Educational Studies in Mathematics, 97(1), 55–69.\nLouie, N. L., Adiredja, A. P., & Jessup, N. (2021). Teacher noticing from a sociopolitical perspective: The FAIR framework for anti-deficit noticing. ZDM Mathematics Education, 53(1), 95–107. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-021-01229-2\nLu, X., Kaiser, G., & Leung, F. (2020). Mentoring early career mathematics teachers from the mentees’ perspective—A case study from China. International Journal for Science and Mathematics Education, 18, 1355–1374.\nMason, J. (2002). Researching your own practice: The discipline of noticing. Routledge.\nMason, J. (2011). Noticing: roots and branches. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Studies in mathematical thinking and learning. Mathematics teacher noticing (pp. 35–50). Routledge.\nMason, J. (2015). Responding in-the-moment: Learning to prepare for the unexpected. Research in Mathematics Education, 17(2), 110–127. https:\u002F\u002Fdoi.org\u002F10.1080\u002F14794802.2015.1031272\nMeschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158–170. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2017.04.010\nMuthén, L. K., & Muthén, B. O. (2021). Mplus 8 (Version 8.6) [computer software]. Muthén & Muthén http:\u002F\u002Fstatmodel.com\nPaine, L. W., Fang, Y., & Wilson, S. (2003). Entering a culture of teaching. In E. Britton, L. Paine, D. Pimm, & S. Raizen (Eds.), Comprehensive teacher induction: Systems for early career learning (pp. 20–82). Kluwer.\nPalmer, D. J., Stough, L. M., Burdenski, T. K., & JR., & Gonzales, M. (2005). Identifying teacher expertise: An examination of researchers’ decision making. Educational Psychologist, 40(1), 13–25. https:\u002F\u002Fdoi.org\u002F10.1207\u002FS15326985EP4001_2\nPatterson, C. (2019). Enacted personal professional learning: Re-thinking teacher expertise with story-telling and problematics. Springer. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-981-13-6007-7\nPedder, D., Storey, A., Opfer, V. D., & Wolfenden, F. (2008). Schools and continuing professional development (CPD) in England - State of the Nation research project. Cambridge University and The Open University.\nPiwowar, V., Barth, V. L., Ophardt, D., & Thiel, F. (2018). Evidence-based scripted videos on handling student misbehavior: The development and evaluation of video cases for teacher education. Professional Development in Education, 44(3), 369–384. https:\u002F\u002Fdoi.org\u002F10.1080\u002F19415257.2017.1316299\nPraetorius, A. K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: The German framework of three basic dimensions. ZDM Mathematics Education, 50(3), 407–426. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-018-0918-4\nReuker, S. (2017). The noticing of physical education teachers: A comparison of groups with different expertise. Physical Education and Sport Pedagogy, 22(2), 150–170. https:\u002F\u002Fdoi.org\u002F10.1080\u002F17408989.2016.1157574\nRigdon, E. E. (1996). CFI versus RMSEA: A comparison of two fit indexes for structural equation modeling. Structural Equation Modelling: A Multidisciplinary Journal, 3(4), 369–379. https:\u002F\u002Fdoi.org\u002F10.1080\u002F10705519609540052\nSabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensional, and immediacy. American Educational Research Journal, 28(1), 63–88. https:\u002F\u002Fdoi.org\u002F10.3102\u002F00028312028001063.(28(1))\nSantagata, R., König, J., Scheiner, T., Nguyen, H., Adleff, A.-K., Yang, X., & Kaiser, G. (2021). Mathematics teacher learning to notice: A systematic review of studies of video-supported teacher education. ZDM Mathematics Education, 53(1), 119–134.\nSchack, E. O., Fisher, M. H., & Wilhelm, J. (2017). Research in mathematics education. teacher noticing: Bridging and broadening perspectives, contexts, and frameworks. Springer.\nScheiner, T. (2021). Towards a more comprehensive model of teacher noticing. ZDM Mathematics Education, 53(1), 85–94. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-020-01202-5\nSchlesinger, L., Jentsch, A., Kaiser, G., König, J., & Blömeke, S. (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM Mathematics Education, 50(3), 475–490.\nSeidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739–771. https:\u002F\u002Fdoi.org\u002F10.3102\u002F0002831214531321\nSherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011a). Studies in mathematical thinking and learning: Mathematics teacher noticing. Routledge.\nSherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011b). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Studies in mathematical thinking and learning: Mathematics teacher noticing (pp. 3–13). Routledge.\nSherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20–37.\nShulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.\nStahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: A systematic review of empirical mathematics education research. ZDM Mathematics Education, 48(1–2), 1–27. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-016-0775-y\nSteffensky, M., Gold, B., Holdynski, M., & Möller, K. (2015). Professional vision of classroom management and learning support in science classrooms—Does professional vision differ across general and content-specific classroom interactions? International Journal of Science and Mathematics Education, 13(2), 351–368. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10763-014-9607-0\nStigler, J. W., & Miller, K. F. (2018). Expertise and expert performance in teaching. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & M. A. Williams (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed.pp. 431–452). Cambridge University Press. https:\u002F\u002Fdoi.org\u002F10.1017\u002F9781316480748.024\nStockero, S. L. (2021). Transferability of teacher noticing. ZDM Mathematics Education, 53(1), 73–84. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-020-01198-y\nStockero, S. L., & Van Zoest, L. R. (2013). Characterizing pivotal teaching moments in beginning mathematics teachers’ practice. Journal of Mathematics Teacher Education, 16, 125147.\nTatto, M.T., Schwille, J., Senk, S., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). IEA.\nvan Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Hrsg.), Studies in mathematical thinking and learning. Mathematics teacher noticing (pp. 134–151). Routledge.\nvan Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571–596.\nvan Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM Mathematics Education, 53(1), 17–27. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-020-01211-4\nWu, M. L., Adams, R. J., & Wilson, M. R. (1997). ConQuest: Multi-aspect test software (Version 4.5.2) [computer program]. Australian Council for Educational Research.\nYang, X., Kaiser, G., König, J. & Blömeke, S. (2021a). Relationship between Chinese mathematics teachers’ knowledge and their professional noticing. International Journal of Science and Mathematics Education, 19, 815–837. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10763-020-10089-3\nYang, X., König, J.,& Kaiser, G. (2021b). Growth of professional noticing of mathematics teachers: A comparative study of Chinese teachers noticing with different teaching experience. ZDM Mathematics Education, 53(1), 29–42. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-020-01217-y",{"EN":1015},"Although strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.",{"EN":1017},"Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers",{"VOID":1019},"10.1007\u002Fs10649-021-10128-y","2025-01-16T23:59:37.922+00:00","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10649-021-10128-y",[1023,1039,1056,1073,1088],{"id":1024,"sortIndex":103,"researcher":18,"roles":1025,"affiliations":1027,"properties":1036},"472e12e3-14ad-4327-93b6-21d400743057",[1026],"AUTHOR",[1028],{"id":18,"sortIndex":19,"affiliation":1029,"properties":18},{"id":1030,"createTime":1031,"updateTime":1031,"relativeEntities":1032,"slug":18,"properties":1033,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"98ece451-3864-49cc-bfd4-09707f6b2a2d","2023-12-13T16:35:41.784+00:00",[],{"title":1034},{"VI":1035},"University of Hamburg, Australian Catholic University, Hamburg, Germany",{"title":1037},{"VI":1038},"Gabriele Kaiser",{"id":1040,"sortIndex":19,"researcher":18,"roles":1041,"affiliations":1042,"properties":1053},"84195911-6f08-4419-9cbe-f8a809e3b40f",[1026],[1043],{"id":18,"sortIndex":19,"affiliation":1044,"properties":18},{"id":1045,"createTime":1046,"updateTime":1047,"relativeEntities":1048,"slug":1049,"properties":1050,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"184c0776-b37f-4372-86e1-e4a6b8e4e167","2023-12-07T19:21:11.127+00:00","2025-02-24T02:42:46.599+00:00",[],"University-of-Hamburg-Hamburg-Germany",{"title":1051},{"VI":1052},"University of Hamburg, Hamburg, Germany",{"title":1054},{"VI":1055},"Anton Bastian",{"id":1057,"sortIndex":581,"researcher":18,"roles":1058,"affiliations":1059,"properties":1070},"b092f636-366d-4b89-a1a5-94a27d4c7418",[1026],[1060],{"id":18,"sortIndex":19,"affiliation":1061,"properties":18},{"id":1062,"createTime":1063,"updateTime":1064,"relativeEntities":1065,"slug":1066,"properties":1067,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"b11cafc4-2e32-4b1d-990e-0ffc46b8a7bb","2023-12-31T12:31:06.345+00:00","2025-01-24T10:36:34.250+00:00",[],"University-of-Cologne-Cologne-Germany",{"title":1068},{"VI":1069},"University of Cologne, Cologne, Germany",{"title":1071},{"VI":1072},"Johannes König",{"id":1074,"sortIndex":102,"researcher":18,"roles":1075,"affiliations":1076,"properties":1085},"2e138df3-b47f-4ba8-a4c6-5e5b017889b4",[1026],[1077],{"id":18,"sortIndex":19,"affiliation":1078,"properties":18},{"id":1079,"createTime":1080,"updateTime":1080,"relativeEntities":1081,"slug":18,"properties":1082,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"6e12b008-9025-458a-95f3-caf1a7cd0623","2024-01-10T06:40:17.795+00:00",[],{"title":1083},{"VI":1084},"University of Vechta, Vechta, Germany",{"title":1086},{"VI":1087},"Björn 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The case of mathematics",{"VOID":1433},"10.1007\u002Fs10649-018-9842-3",[136],"http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10649-018-9842-3",[1437],{"id":1438,"sortIndex":19,"researcher":18,"roles":1439,"affiliations":1440,"properties":1450},"4f3fa986-150e-4ec5-b3b3-63b7339cc2fd",[],[1441],{"id":18,"sortIndex":19,"affiliation":1442,"properties":18},{"id":1443,"createTime":1444,"updateTime":1444,"relativeEntities":1445,"slug":1446,"properties":1447,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"efa2a310-bcb2-47f5-9df8-c99606999752","2024-04-11T23:58:25.606+00:00",[],"University-of-Brest-ESPE-Bretagne-site-de-Rennes-153-rue-Saint-Malo-35043-Rennes-Cedex-France",{"title":1448},{"EN":1449},"University of Brest, ESPE Bretagne site de Rennes, 153 rue Saint-Malo, 35043, Rennes Cedex, France",{"openalex":1451,"orcid":1453,"title":1455},{"VOID":1452},"A5001786516",{"VOID":1454},"https:\u002F\u002Forcid.org\u002F0000-0002-2384-1385",{"EN":1456},"Ghislaine Gueudet",{"url":18,"publisher":1458,"properties":18},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1459,"slug":10,"properties":1460,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1463,"manageAffiliations":1464,"indexDatabases":1465,"url":18,"thumbnailPath":18,"statistic":1480,"gsStatistic":18,"type":110,"analyzePriority":18},[],{"issn":1461,"title":1462},{"VOID":13},{"VOID":15},[],[],[1466,1473],{"id":63,"indexDatabase":1467,"url":18,"indexYears":18,"academicFieldIds":1472,"indexDatabaseRanking":18},{"id":65,"createTime":66,"updateTime":67,"relativeEntities":1468,"label":1469,"description":1470,"key":74,"publicationTags":1471,"standard":18},[],{"EN":70,"VI":70},{"VI":72,"EN":73},[76,77],[79],{"id":81,"indexDatabase":1474,"url":94,"indexYears":95,"academicFieldIds":1479,"indexDatabaseRanking":99},{"id":83,"createTime":84,"updateTime":85,"relativeEntities":1475,"label":1476,"description":1477,"key":91,"publicationTags":1478,"standard":18},[],{"EN":88,"VI":88},{"EN":88,"VI":90},[93],[97,98],{"impactFactor":19,"impactFactorByYear":1481,"i10Index":103,"i10IndexLast5Year":103,"totalPublication":104,"totalPublicationByYear":1482,"totalCitation":106,"totalCitationByYear":1483,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":1484,"hindexLast5Year":103,"hindex":103},{"2021":102,"2022":102},{"2001":103,"2020":103},{"2020":106},{"2020":106},{"total":19,"publishYear":18,"statisticByYear":1486},{},"2019-01-01",2019,[1490,1493,1496,1499,1503,1506,1509,1513,1517],{"id":18,"text":1491,"url":18,"identifiers":1492},"Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). New York: Routledge.",{},{"id":18,"text":1494,"url":18,"identifiers":1495},"Chevallard, Y., & Bosch, M. (2014). Didactic transposition in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 170–174). Dordrecht: Springer Netherlands.",{},{"id":18,"text":1497,"url":18,"identifiers":1498},"Gueudet, G., Pepin, B., & Trouche, L. (Eds.). (2012). From textbooks to ‘lived’ resources: Mathematics curriculum materials and teacher documentation. New York: Springer.",{},{"id":18,"text":1500,"url":18,"identifiers":1501},"Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM, the International Journal on Mathematics Education, 49(5), 645–661.",{"doi":1502},"10.1007\u002Fs11858-017-0879-z",{"id":18,"text":1504,"url":18,"identifiers":1505},"Pepin, B., Gueudet, G., Yerushalmy, M., Trouche, L., & Chazan, D. (2015). e-Textbooks in\u002Ffor teaching and learning mathematics: A disruptive and potentially transformative educational technology. In L. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (pp. 636–661). New York: Taylor & Francis.",{},{"id":18,"text":1507,"url":18,"identifiers":1508},"Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.). (2009). Mathematics teachers at work: Connecting curriculum materials and classroom instruction. New York: Routledge.",{},{"id":18,"text":1510,"url":18,"identifiers":1511},"Stein, M. K., Grover, B., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classroooms. American Educational Research Journal, 33(2), 455–488.",{"doi":1512},"10.3102\u002F00028312033002455",{"id":18,"text":1514,"url":18,"identifiers":1515},"Stylianides, A. J., & Stylianides, G. J. (2009). Proof constructions and evaluations. Educational Studies in Mathematics, 72(2), 237–253.",{"doi":1516},"10.1007\u002Fs10649-009-9191-3",{"id":18,"text":1518,"url":18,"identifiers":1519},"Trouche, L., Gueudet, G., & Pepin, B. (2018). Open educational resources: A chance for opening mathematics teachers’ resource systems? In L. Fan, L. Trouche, C. Qi, S. Rezat, & J. Visnovska (Eds.), Research on mathematics textbooks and teachers’ resources—Advances and issues (pp. 3–27). New York: Springer.",{"doi":1520},"10.1007\u002F978-3-319-73253-4_1",{"id":1522,"createTime":1523,"updateTime":1524,"relativeEntities":1525,"slug":1526,"properties":1527,"entityType":131,"verifyStatus":17,"verifyTime":1534,"verifyNote":1535,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1536,"fullTextUrl":18,"authors":1537,"publicationType":216,"publisherRelationship":1545,"citationCount":18,"citationInfo":18,"publishDate":1578,"publishYear":1579,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":480},"d021b154-a7be-4770-a921-b794649c71da","2024-01-05T12:09:01.983+00:00","2025-02-06T23:58:00.504+00:00",[],"A-model-of-the-symmetric-group-S4-used-as-a-means-of-teaching-fundamental-algebraic-concepts",{"references":1528,"title":1530,"doi":1532},{"VOID":1529},"Permutationskartenspiel mit Lehrerbegleitheft von H. P. Hahn, erschienen im Ernst Klett Verlag.",{"EN":1531},"A model of the symmetric group S4 used as a means of teaching fundamental algebraic concepts",{"VOID":1533},"10.1007\u002FBF00590028","2025-02-06T23:58:00.503+00:00","Author affiliation is blank","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF00590028",[1538],{"id":1539,"sortIndex":19,"researcher":18,"roles":1540,"affiliations":1541,"properties":1542},"2c70b104-9f14-4c33-aa25-c448274d74ef",[1026],[],{"title":1543},{"VI":1544},"H. P. 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Assude and B. Grugeon (eds.), Actes du séminaire national de didactique des mathématiques, IREM Université Paris 7 et Association pour la Recherche en Mathématiques, Paris, pp. 189-208.\nCastela, C.: 2002, Les objets du travail personnel en mathématiques des étudiants dans l'enseignement supérieur: Comparaison de deux institutions, Universités et Classes Préparatoires aux Grandes Ecoles, Cahier de Didirem n40, Université Paris 7, Paris.\nChevallard, Y.: 1991, La transposition didactique,LaPensée Sauvage, Grenoble.\nChevallard, Y.: 1992, 'Concepts fondamentaux de la didactique: Perspectives apportées par une approche anthropologique', Recherches en Didactique des Mathématiques 12(1), 73-112.\nChevallard, Y.: 1995, 'La fonction professorale: Esquisse d'un modèle didactique' in R. Noirfalise and M.-J. Perrin (eds.), Actes de la VIII ième Ecole d'Eté deDidactique des Mathématiques, IREM, Clermont-Ferrand, pp. 82-122.\nChinnappan, M.: 1998, 'Schemas and mental models in geometry problem solving', Edu-cational Studies in Mathematics 36(3), 201-217.\nDouady, R.: 1987, 'Jeux de cadres et dialectique outil-objet', Recherches en Didactique des Mathématiques 7(2), 5-31.\nDouglas, M.: 1987, How Institutions Think, Routledge & Kegan Paul, Londres.\nDuval, R.: 1998, 'Ecriture et compréhension: pourquoi faire écrire des textes de déemonstration par les élèves?', in Actes du Colloque \"Produire et lire des textes de démonstration\", IREM, Rennes, pp. 79-98.\nHershkowitz, R., Schwarz, B.B. and Dreyfus, T.: 2001, 'Abstraction in context: Epistemic actions', Journal for Research in Mathematics Education 32, 195-222.\nHinsley, D.A., Hayes, J.R. and Simon, H.A.: 1977, 'From words to equations: Meaning and representation in algebra word problems', in P.A. Carpenter and M.A. Just (eds.), Cognitive Processes in Comprehension, Erlbaum, Hillsdale, NJ.\nLerman, S.: 2001, 'Cultural, discursive psychology: A sociocultural approach to studying and learning mathematics', Educational Studies in Mathematics 46, 87-113.\nMason, J. and Spence, M.: 1999, 'Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment', Educational Studies in Mathematics 38(1-3), 135-161.\nRobert, A.: 1997, 'Outils d'analyse des contenus mathématiques ` a enseigner au lycée et ` a l'université', Recherches en Didactique des Mathématiques 18(2), 139-190.\nSchoenfeld, A.: 1985, Mathematical Problem Solving, Academic Press, Orlando.\nSfard, A.: 2001, 'There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning', Educational Studies in Mathematics 46, 13-57.\nVan Oers, B.: 2001, 'Educational forms of initiation in mathematical culture', Educational Studies in Mathematics 46, 59-85.",{"EN":1590},"The aim of the research presented in this paper is to contribute to our knowledge about problem solving in mathematics. My purpose in this paper is to compare, from this point of view, two very different institutions in the French tertiary education system, with the intention to interpret the chronic inequality of performance in problem solving between populations of mathematics students coming from these institutions. Problem solving knowledge and skills are not an explicit objective of teaching and their development depends largely on the student's private mathematical activity. This hypothesis is the reason why the inquiry aims at comparing mathematics students' ways of working as they study in both institutions. The results of the research are interpreted, on the institutional level, as effects of differences between the two teaching systems.",{"EN":1592},"Institutions influencing mathematics students' private work: A factor of academic achievement",{"VOID":1594},"10.1023\u002FB:EDUC.0000047050.70008.59","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1023\u002FB:EDUC.0000047050.70008.59",[1597],{"id":1598,"sortIndex":19,"researcher":18,"roles":1599,"affiliations":1600,"properties":1609},"98afcdbf-7bc3-4981-b611-0d7988cdb868",[1026],[1601],{"id":18,"sortIndex":19,"affiliation":1602,"properties":18},{"id":1603,"createTime":1604,"updateTime":1604,"relativeEntities":1605,"slug":18,"properties":1606,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"b68a8c93-268a-4280-96d5-6ab48750a28f","2024-01-18T09:15:02.792+00:00",[],{"title":1607},{"VI":1608},"Equipe Didirem Paris 7, Iufm de Haute-Normandie, 2, Rue du Tronquet, France",{"title":1610},{"VI":1611},"Corine Castela",{"url":1595,"publisher":1613,"properties":1640},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1614,"slug":10,"properties":1615,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1618,"manageAffiliations":1619,"indexDatabases":1620,"url":18,"thumbnailPath":18,"statistic":1635,"gsStatistic":18,"type":110,"analyzePriority":18},[],{"issn":1616,"title":1617},{"VOID":13},{"VOID":15},[],[],[1621,1628],{"id":63,"indexDatabase":1622,"url":18,"indexYears":18,"academicFieldIds":1627,"indexDatabaseRanking":18},{"id":65,"createTime":66,"updateTime":67,"relativeEntities":1623,"label":1624,"description":1625,"key":74,"publicationTags":1626,"standard":18},[],{"EN":70,"VI":70},{"VI":72,"EN":73},[76,77],[79],{"id":81,"indexDatabase":1629,"url":94,"indexYears":95,"academicFieldIds":1634,"indexDatabaseRanking":99},{"id":83,"createTime":84,"updateTime":85,"relativeEntities":1630,"label":1631,"description":1632,"key":91,"publicationTags":1633,"standard":18},[],{"EN":88,"VI":88},{"EN":88,"VI":90},[93],[97,98],{"impactFactor":19,"impactFactorByYear":1636,"i10Index":103,"i10IndexLast5Year":103,"totalPublication":104,"totalPublicationByYear":1637,"totalCitation":106,"totalCitationByYear":1638,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":1639,"hindexLast5Year":103,"hindex":103},{"2021":102,"2022":102},{"2001":103,"2020":103},{"2020":106},{"2020":106},{"volume":1641,"pages":1643},{"VOID":1642},"57",{"VOID":1644},"33-63","2004-07-01",2004,{"id":1648,"createTime":1649,"updateTime":1650,"relativeEntities":1651,"slug":1652,"properties":1653,"entityType":131,"verifyStatus":132,"verifyTime":1650,"verifyNote":134,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1662,"fullTextUrl":18,"authors":1663,"publicationType":216,"publisherRelationship":1722,"citationCount":18,"citationInfo":18,"publishDate":1755,"publishYear":1756,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":480},"71982470-1cdb-4b1d-9c1a-8a4ea556aa5f","2024-01-19T01:23:47.608+00:00","2025-01-15T23:57:00.305+00:00",[],"Mathematics-teacher-educator-researchers-perspectives-on-the-use-of-theory-in-facilitating-teacher-growth",{"references":1654,"abstract":1656,"title":1658,"doi":1660},{"VOID":1655},"Adler, S. (1984). A field study of selected student teacher perspectives toward social studies. Theory & Research in Social Education, 12(1), 13–30. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00933104.1984.10505468\nAdler, S. (1993). Teacher education: Research as reflective practice. Teaching and Teacher Education, 9(2), 159–167. https:\u002F\u002Fdoi.org\u002F10.1016\u002F0742-051X(93)90051-H\nBall, D., & Cohen, D. K. (1999). Developing practice, developing practitioners: Towards a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). New York: Wiley.\nBeijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching, 1(2), 281–294. https:\u002F\u002Fdoi.org\u002F10.1080\u002F1354060950010209\nBeswick, K., & Chapman, O. (2012). Mathematics teacher educators’ knowledge for teaching. Paper presented at the 12th International Congress on Mathematics Education, Seoul, Korea.\nBullough, R. V. (1997). Practicing theory and theorizing practice. In J. Loughran & T. Russell (Eds.), Purpose, passion and pedagogy in teacher education (pp. 13–31). London: Falmer Press.\nChauvot, J. B. (2009). Grounding practice in scholarship, grounding scholarship in practice: Knowledge of a mathematics teacher educator–researcher. Teaching and Teacher Education, 25(2), 357–370. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2008.09.006\nCobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.\nCooney, T. J. (1994). Teacher education as an exercise in adaptation. In D. Aichele & A. Coxford (Eds.), Professional development for teachers of mathematics (pp. 9–22). Reston: National Council of Teachers of Mathematics.\nCornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https:\u002F\u002Fdoi.org\u002F10.3102\u002F003465430298563\nDavey, R. (2013). The professional identity of teacher educators. Career on the cusp? New York: Routledge\nDavis, B. (1995). Why teach mathematics? Mathematics education and Enactivist theory. For the learning of mathematics, 15(2), 2–9.\nde Freitas, E., & Walshaw, M. (2016). Alternative theoretical frameworks for mathematics education research-theory meets data. Switzerland: Springer.\nde Freitas, E., & Zolkower, B. (2011). Developing teacher capacity to explore non-routine problems through a focus on the social semiotics of mathematics classroom discourse. Research in Mathematics Education, 13(3), 229–247. https:\u002F\u002Fdoi.org\u002F10.1080\u002F14794802.2011.624705\nGarrison, D. R. (1991). Critical thinking and adult education: A conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education, 10(4), 287–303. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0260137910100403\nGoos, M., Galbraith, P., & Renshaw, P. (2004). Establishing a community of practice in a secondary mathematics classroom. In B. Allen & S. Johnston-Wilder (Eds.), Mathematics education: Exploring the culture of learning (pp. 91–116). London: Routledge Falmer.\nJablonka, E., Wangner, D., & Walshaw, M. (2013). Theories for studying social, political and cultural dimensions of matheamtics education. In M. A. Clements, A. J. Bishop, C. Keitel, J. Kilpatrick, & F. S. Leung (Eds.), Third international handbook of mathematics education, 27, 41–68. New York: Springer.\nJaworski, B., & Huang, R. (2014). Teachers and didacticians: Key stakeholders in the processes of developing mathematics teaching. ZDM, 46(2), 173–188. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-014-0574-2\nKieran, C., Krainer, K., & Shaughnessy, J. M. (2013). Linking research to practice:Teachers as key stakeholders in mathematics education research. In M. A. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third international handbook of mathematics education (vol. B, pp. 361–392). Dordrecht: Springer.\nKorthagen, F. A. J., & Kessels, J. P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17. https:\u002F\u002Fdoi.org\u002F10.2307\u002F1176444\nLave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.\nLoughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0022487114533386\nMansilla, V. B., & Duraisingh, E. D. (2007). Targeted assessment of students’ interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2), 215–237.\nRomberg, T. A. (1992). Perspectives on scholarship and research methods. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 49–64). Reston: The National Council of Teachers of Mathematics.\nRuthven, K., Laborde, C., Leach, J., & Tiberghien, A. (2009). Design tools in didactical research: Instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educational Researcher, 38(5), 329–342.\nSfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press.\nShewan, C. M. (1988). The Shewan spontaneous language analysis (SSLA) system for aphasic adults: Description, reliability, and validity. Journal of Communication Disorders, 21(2), 103–138. https:\u002F\u002Fdoi.org\u002F10.1016\u002F0021-9924(88)90001-9\nSilver, E. A., & Herbst, P. G. (2007). Theory in mathematics education scholarship. In F. Lester (Ed.), Handbook of research on mathematics teaching and learning (pp. 39–67). Reston: The National Council of Teachers of Mathematics.\nSmith, K., Hodson, E., & Brown, T. (2013). Teacher educator changing perceptions of theory. Educational Action Research, 21(2), 237–252. https:\u002F\u002Fdoi.org\u002F10.1080\u002F09650792.2013.789723\nThomas, G. (1997). What's the use of theory? Harvard Educational Review, 67(1), 75–105.\nTirosh, D., Stavy, R., & Tsamir, P. (2001). Using the Intuitive Rules Theory as a Basis for Educating Teachers. In F.-L. Lin & T. Cooney (Eds.), Making Sense of Mathematics Teacher Education (pp. 73–85). Netherlands: Springer.\nTsamir, P. (2008). Using theories as tools in mathematics teacher education. In D. Tirosh & T. Wood (Eds.), The international handbook of matheamtics teacher education: Tools and processes in mathematics teacher education, 2, 211–234. Rotterdam: Sense Publishers.\nVan Oers, B. (1998). From context to contextualizing. Learning and Instruction, 8(6), 473–488. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0959-4752(98)00031-0\nVygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. (Original work published 1930 in Russian)\nWacker, J. G. (1998). A definition of theory: Research guidelines for different theory-building research methods in operations management. Journal of Operations Management, 16(4), 361–385. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0272-6963(98)00019-9\nYang, K.-L., Hsu, H.-Y., Lin, F.-L., Chen, J.-C., & Cheng, Y.-H. (2015). Exploring the educative power of an experienced mathematics teacher educator-researcher. Educational Studies in Mathematics, 1–21. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10649-014-9589-4",{"EN":1657},"This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed three distinct types of perspectives: a perspective focusing on research, a perspective focusing on practice, and a perspective on the connection between research and practice. For the perspective on the connection between research and practice, two sub-categories were identified: connection with consideration of context and that without consideration of context. Different perspectives that MTE-Rs possess may influence their actions taken in professional development and consequently influence teachers’ learning of theory. Specifically, the cyclic process of decontextualizing and recontextualizing theory between research and practice domains is the key to the development of MTE-Rs’ educative power so that they can better facilitate teachers in learning theory.",{"EN":1659},"Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growth",{"VOID":1661},"10.1007\u002Fs10649-018-9804-9","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10649-018-9804-9",[1664,1679,1694,1706],{"id":1665,"sortIndex":102,"researcher":18,"roles":1666,"affiliations":1667,"properties":1676},"30179234-8737-4583-b586-180f23051d3a",[1026],[1668],{"id":18,"sortIndex":19,"affiliation":1669,"properties":18},{"id":1670,"createTime":1671,"updateTime":1671,"relativeEntities":1672,"slug":18,"properties":1673,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"f314292e-2713-43a0-817f-f36fad47760a","2024-01-19T01:23:47.709+00:00",[],{"title":1674},{"VI":1675},"Ming Chi University of Technology, New Taipei City, Taiwan",{"title":1677},{"VI":1678},"Jian-Cheng Chen",{"id":1680,"sortIndex":19,"researcher":18,"roles":1681,"affiliations":1682,"properties":1691},"8faf4ee9-4c37-4653-a5ad-f6027ab098ec",[1026],[1683],{"id":18,"sortIndex":19,"affiliation":1684,"properties":18},{"id":1685,"createTime":1686,"updateTime":1686,"relativeEntities":1687,"slug":18,"properties":1688,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"3552d7fb-ee59-45dc-9a18-30db549dfc0a","2024-01-30T07:31:10.640+00:00",[],{"title":1689},{"VI":1690},"National Taiwan Normal University, Taipei City, Taiwan",{"title":1692},{"VI":1693},"Fou-Lai Lin",{"id":1695,"sortIndex":103,"researcher":18,"roles":1696,"affiliations":1697,"properties":1703},"e9ccf245-f7c8-4edb-ad6c-387911da76b8",[1026],[1698],{"id":18,"sortIndex":19,"affiliation":1699,"properties":18},{"id":1685,"createTime":1686,"updateTime":1686,"relativeEntities":1700,"slug":18,"properties":1701,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},[],{"title":1702},{"VI":1690},{"title":1704},{"VI":1705},"Kai-Lin Yang",{"id":1707,"sortIndex":104,"researcher":18,"roles":1708,"affiliations":1709,"properties":1719},"5c3fd26e-7e34-4a93-b774-b53b718b4c60",[1026],[1710],{"id":18,"sortIndex":19,"affiliation":1711,"properties":18},{"id":1712,"createTime":1713,"updateTime":1713,"relativeEntities":1714,"slug":1715,"properties":1716,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"e83dafd7-d63e-4c8a-be85-5452ea4e7feb","2024-04-08T07:08:19.780+00:00",[],"National-Tsing-Hua-University-Hsinchu-City-Republic-of-China",{"title":1717},{"VI":1718},"National Tsing Hua University, Hsinchu City, Republic of China",{"title":1720},{"VI":1721},"Hui-Yu Hsu",{"url":1662,"publisher":1723,"properties":1750},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1724,"slug":10,"properties":1725,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1728,"manageAffiliations":1729,"indexDatabases":1730,"url":18,"thumbnailPath":18,"statistic":1745,"gsStatistic":18,"type":110,"analyzePriority":18},[],{"issn":1726,"title":1727},{"VOID":13},{"VOID":15},[],[],[1731,1738],{"id":63,"indexDatabase":1732,"url":18,"indexYears":18,"academicFieldIds":1737,"indexDatabaseRanking":18},{"id":65,"createTime":66,"updateTime":67,"relativeEntities":1733,"label":1734,"description":1735,"key":74,"publicationTags":1736,"standard":18},[],{"EN":70,"VI":70},{"VI":72,"EN":73},[76,77],[79],{"id":81,"indexDatabase":1739,"url":94,"indexYears":95,"academicFieldIds":1744,"indexDatabaseRanking":99},{"id":83,"createTime":84,"updateTime":85,"relativeEntities":1740,"label":1741,"description":1742,"key":91,"publicationTags":1743,"standard":18},[],{"EN":88,"VI":88},{"EN":88,"VI":90},[93],[97,98],{"impactFactor":19,"impactFactorByYear":1746,"i10Index":103,"i10IndexLast5Year":103,"totalPublication":104,"totalPublicationByYear":1747,"totalCitation":106,"totalCitationByYear":1748,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":1749,"hindexLast5Year":103,"hindex":103},{"2021":102,"2022":102},{"2001":103,"2020":103},{"2020":106},{"2020":106},{"volume":1751,"pages":1753},{"VOID":1752},"98",{"VOID":1754},"197-214","2018-03-06",2018,{"id":1758,"createTime":1759,"updateTime":1760,"relativeEntities":1761,"slug":1762,"properties":1763,"entityType":131,"verifyStatus":132,"verifyTime":1760,"verifyNote":134,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1772,"fullTextUrl":18,"authors":1773,"publicationType":216,"publisherRelationship":1791,"citationCount":18,"citationInfo":18,"publishDate":1824,"publishYear":1825,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":480},"509f6785-a60b-443e-8544-4176d7b3b3c2","2023-12-20T12:34:10.982+00:00","2024-12-08T23:56:22.606+00:00",[],"Engaging-pre-service-middle-school-teacher-education-students-in-mathematical-problem-posing-development-of-an-active-learning-framework",{"references":1764,"abstract":1766,"title":1768,"doi":1770},{"VOID":1765},"Belfield, H. H. (1887). Revised model elementary arithmetic. Chicago, IL: Geo. Sherwood and Co.\nBernardo, A. B. I. (1998, August). Analogical problem construction: A study on an instructional intervention for improving analogical transfer in word problems. Paper presented at the 5th De La Salle University Lecture Series, Manila.\nBrown, S. I., & Walter, M. I. (1983). The art of problem posing. Philadelphia, PA: Franklin Institute Press.\nCai, J., & Brooke, M. (2006). New perspectives of looking back in mathematical problem solving. Mathematics Teaching, 196, 42–45.\nCai, J., & Nie, B. (2007). Problem solving in Chinese mathematics education: Research and practice. ZDM—International Journal on Mathematics Education, 39, 459–475.\nCankoy, O., & Darbaz, S. (2010). Effect of a problem posing-based problem-solving instruction on understanding problems. Hacettepe Universitesi Journal of Education, 38, 11–24.\nChapman, O. (2011). Prospective elementary school teachers’ ways of making sense of mathematical problem posing. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 209–216). Ankara, Turkey: PME.\nDel Campo, G., & Clements, M. A. (1987). A manual for the professional development of teachers of beginning mathematicians. Melbourne, Australia: Catholic Education Office of Victoria\u002FAssociation of Independent Schools of Victoria.\nEinstein, A., & Infeld, L. (1938). The evolution of physics from early concepts to relativity and quanta. New York, NY: Simon & Schuster.\nEllerton, N. F. (1986). Children’s made-up mathematics problems: A new perspective on talented mathematicians. Educational Studies in Mathematics, 17(3), 261–271.\nHashimoto, Y. (1987). Classroom practice of problem solving in Japanese elementary schools. In J. P. Becker & T. Miwa (Eds.), Proceedings of the U.S.–Japan Seminar on Mathematical Problem Solving (pp. 94–119). Columbus, OH: ERIC\u002FSMEA Clearinghouse.\nKilpatrick, J. (1987). Problem formulating: Where do good problems come from? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 123–147). Hillsdale, NJ: Erlbaum.\nLortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.\nNational Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.\nNational Governors Association Center for Best Practices, Council of Chief State School Officers. (2012). Common core state standards for mathematics. Washington, DC: Author.\nSchoenfeld, A. H. (1989). Teaching mathematical thinking and problem solving. In L. B. Resnick & L. E. Klopher (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 83–103). Alexandria, VA: Association for Supervision and Curriculum Development.\nSilver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521–539.\nSilver, E. A., Kilpatrick, J., & Schlesinger, B. (1990). Thinking through mathematics: Fostering inquiry and communication in mathematics classrooms. New York, NY: The College Entrance examination Board.\nSilver, E. A., & Mamona, J. (1989). Problem posing by middle school teachers. In C. A. Maher, G. A. Goldin, & R. B. Davis (Eds.), Proceedings of the Eleventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 263–269). New Brunswick, NJ: PME-NA.\nStaebler-Wiseman, H. A. (2011). Problem posing as a pedagogical strategy: A teacher’s perspective. Ph.D. dissertation, Illinois State University.\nStoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. In P. Clarkson (Ed.), Technology in Mathematics Education (pp. 518–525). Melbourne, Australia: Mathematics Education Research Group of Australasia.\nTaylor, P. M. (2002). Implementing the standards: Keys to establishing positive professional inertia in preservice mathematics teachers. School Science and Mathematics, 102, 137–142.",{"EN":1767},"Although official curriculum documents make cursory mention of the need for problem posing in school mathematics, problem posing rarely becomes part of the implemented or assessed curriculum. This paper provides examples of how problem posing can be made an integral part of mathematics teacher education programs. It is argued that such programs are a good place to start the process of redesigning mathematics curricula so that school mathematics will pay more than lip service to problem posing. Data are presented and analyzed showing that teacher education students can recognize the need for problem posing both in their own programs and in school mathematics curricula. Examples of problems posed by teacher education students are presented and discussed. An active learning framework for interpreting the role of problem posing in mathematics classrooms is presented.",{"EN":1769},"Engaging pre-service middle-school teacher-education students in mathematical problem posing: development of an active learning framework",{"VOID":1771},"10.1007\u002Fs10649-012-9449-z","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10649-012-9449-z",[1774],{"id":1775,"sortIndex":19,"researcher":18,"roles":1776,"affiliations":1777,"properties":1788},"b4e18e2c-b8bb-4fdc-91f7-38ba62a2073b",[1026],[1778],{"id":18,"sortIndex":19,"affiliation":1779,"properties":18},{"id":1780,"createTime":1781,"updateTime":1782,"relativeEntities":1783,"slug":1784,"properties":1785,"entityType":48,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"31e9085e-537d-45b5-8e04-7410974783cf","2024-04-19T22:49:47.285+00:00","2024-06-16T03:39:55.496+00:00",[],"Department-of-Mathematics-Illinois-State-University-Normal-USA",{"title":1786},{"EN":1787},"Department of Mathematics, Illinois State University, Normal, USA",{"title":1789},{"VI":1790},"Nerida F. Ellerton",{"url":1772,"publisher":1792,"properties":1819},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1793,"slug":10,"properties":1794,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1797,"manageAffiliations":1798,"indexDatabases":1799,"url":18,"thumbnailPath":18,"statistic":1814,"gsStatistic":18,"type":110,"analyzePriority":18},[],{"issn":1795,"title":1796},{"VOID":13},{"VOID":15},[],[],[1800,1807],{"id":63,"indexDatabase":1801,"url":18,"indexYears":18,"academicFieldIds":1806,"indexDatabaseRanking":18},{"id":65,"createTime":66,"updateTime":67,"relativeEntities":1802,"label":1803,"description":1804,"key":74,"publicationTags":1805,"standard":18},[],{"EN":70,"VI":70},{"VI":72,"EN":73},[76,77],[79],{"id":81,"indexDatabase":1808,"url":94,"indexYears":95,"academicFieldIds":1813,"indexDatabaseRanking":99},{"id":83,"createTime":84,"updateTime":85,"relativeEntities":1809,"label":1810,"description":1811,"key":91,"publicationTags":1812,"standard":18},[],{"EN":88,"VI":88},{"EN":88,"VI":90},[93],[97,98],{"impactFactor":19,"impactFactorByYear":1815,"i10Index":103,"i10IndexLast5Year":103,"totalPublication":104,"totalPublicationByYear":1816,"totalCitation":106,"totalCitationByYear":1817,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":1818,"hindexLast5Year":103,"hindex":103},{"2021":102,"2022":102},{"2001":103,"2020":103},{"2020":106},{"2020":106},{"volume":1820,"pages":1822},{"VOID":1821},"83",{"VOID":1823},"87-101","2013-02-15",2013]