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Cited by 33Mathematics Education and Teaching TechniquesTeacher Education and Leadership StudiesScience Education and Pedagogy

The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.

Investigating the development of prospective mathematics teachers’ pedagogical content knowledge of generalising number patterns through school practicum

Yeşildere İmre, Sibel, Akkoç, Hatice·2012·Journal of Mathematics Teacher Education
DOI 10.1007/s10857-012-9203-6
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Overview

Integrity signals

Registry

Crossref · 10.1007/s10857-012-9203-6

Cites

35 of 35 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

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Claims other papers make about this one

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Citations

Cites

Research works printed but not linked: 4

  1. Allen, D. W., & Clark, R. (1967). Microteaching: Its rationale. The High School Journal, 51(2), 75–79.
  2. Kovarik, K. (2008). Mathematics educators’ and teachers’ perceptions of pedagogical content knowledge. Unpublished doctorate dissertation, Colombia University.
  3. Orton, J., Orton, A., & Roper, T. (1999). Pictorial and practical contexts and the perception of pattern. In A. Orton (Ed.), Patterns in the teaching and learning of mathematics (pp. 121–136). London: Cassell.
  4. Warren E., & Cooper, T. J. (2006). Repeating and growing pattern rules: Relationships between geometric and numerical representations. Presentation at the annual conference of American Education Research Association. San Francisco, USA.

Cited by

See all 33

Metadata

Authors
Yeşildere İmre, S., & Akkoç, H.
Affiliations
Marmara University (TR)
ORCID
Akkoç, Hatice
Venue
Journal of Mathematics Teacher Education
Publisher
Springer Science and Business Media LLC
Published
2012-01-25
Volume
15
Issue
3
Pages
207-226
ISSN
  • 1386-4416 (ISSN-L)
  • 1573-1820
DOI
10.1007/s10857-012-9203-6
OpenAlex
W2037417048
Cited by
33
References
35
Citations by year
2023: 3 · 2022: 2 · 2021: 4 · 2020: 1 · 2019: 1 · 2018: 7 · 2017: 4 · 2016: 2 · 2015: 6 · 2014: 2 · 2013: 1
FWCI
13.18
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
  • Journal of Mathematics Teacher Education (publishedVersion)
  • Dspace Repository (Marmara Üniversitesi) (submittedVersion)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Science Education and Pedagogy
Keywords
pedagogical content knowledge, number patterns, pre-service mathematics teachers, school practicum, elementary mathematics teacher education

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

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Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.