ED584322
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A Dynamic Geometry-Centered Teacher Professional Development Program and Its Impact / |
1 |
ED584323
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Investigation of Math Teachers' Circle through a Zone Theory Lens / |
1 |
ED584324
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Pre-Service Teachers' Understanding of Fraction Operations : Providing Justification for Common Algorithms / |
1 |
ED584325
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Research in Mathematics Educational Technology : Trends in Professional Development over 40 Years of Research / |
1 |
ED584326
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Pre-Service Secondary Teachers Learning to Engage in Mathematical Practices / |
1 |
ED584327
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Dynamic Geometry Software and Tracing Tangents in the Context of the Mean Value Theorem / |
1 |
ED584328
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Identifying Spaces for Diverse Learners' Multiple Mathematical Knowledge Bases in Existing Curriculum / |
1 |
ED584329
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Standardized Assessments of Beginning Teachers' Discussion Leading Practice : Is It Possible and What Can We Learn? / |
1 |
ED584330
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Teachers' Understanding of Ratios and Their Connections to Fractions / |
1 |
ED584331
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Insights on the Relationships between Mathematics Knowledge for Teachers and Curricular Material / |
1 |
ED584332
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Reasoning Quantitatively to Develop Inverse Function Meanings / |
1 |
ED584333
|
Through Their Eyes : Early Childhood Teachers as Learners and Teachers of Mathematics / |
1 |
ED584334
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An Investigation of PreK-8 Preservice Teachers' Construction of Fraction Schemes and Operations / |
1 |
ED584335
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Noticing Student Mathematical Thinking in the Complexity of Classroom Instruction / |
1 |
ED584336
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"I Don't Think I Would Teach This Way" : Investigating Teacher Learning in Professional Development / |
1 |
ED584337
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Teachers' Positioning in Professional Development : The Case of Age and Grade / |
1 |
ED584338
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A Toolbox for Supporting Early Number Learning in Play : Moving beyond "How Many"? / |
1 |
ED584339
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Social Capitol, Social Networks, and Lesson Study : Sustaining Mathematics Lesson Study Practices / |
1 |
ED584340
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A Multi-Year Study of the Impact of a Problem-Solving Focused Professional Development on Teacher Leadership / |
1 |
ED584341
|
Learning Instructional Practices in Professional Development |
1 |