The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
Learning to pose mathematical problems: Exploring changes in preservice teachers' practices
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Citations
Cites
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The Reflective Practitioner: How Professionals Think in Action
Checkoway, B., & Schon, D. A. (1985) · Journal of Policy Analysis and Management · doi:10.2307/3324262 · Cited by 21,268
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 1×
“…of theorists in the field of situated cognition who assert that what one learns is intricately connected with how one learns it, and that knowledge is situated and inseparable from the activity, context, and culture in which it is developed and used (see Brown, Collins, and Duguid, 1989).”
MethodWhat Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning?
Putnam, R. T., & Borko, H. (2000) · Educational Researcher · doi:10.2307/1176586 · Cited by 3,338
Practice makes practice: a critical study of learning to teach
(2003) · Choice Reviews Online · doi:10.5860/choice.41-1685 · Cited by 2,188
Common Knowledge : The Development of Understanding in the Classroom
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The Mathematical Understandings That Prospective Teachers Bring to Teacher Education
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How Do Teachers Manage to Teach? Perspectives on Problems in Practice
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Cited by
Embedding game-based problem-solving phase into problem-posing system for mathematics learning
Chang, K.-E., Wu, L.-J., Weng, S.-E., & Sung, Y.-T. (2012) · Computers & Education · doi:10.1016/j.compedu.2011.10.002 · Cited by 253
Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing
Lee, Y., Capraro, R. M., & Capraro, M. M. (2018) · International Electronic Journal of Mathematics Education · doi:10.12973/iejme/2698 · Cited by 142
Can ChatGPT support prospective teachers in physics task development?
Küchemann, S., Steinert, S., Revenga, N., Schweinberger, M., Dinc, Y., Avila, K. E., & Kuhn, J. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.020128 · Cited by 132
Wang, M., Walkington, C., & Rouse, A. (2022) · Investigations in Mathematics Learning · doi:10.1080/19477503.2022.2105104 · Cited by 55
Enhancing mathematical problem posing competence: a meta-analysis of intervention studies
Zhang, L., Stylianides, G. J., & Stylianides, A. J. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00507-1 · Cited by 51
Metadata
- Authors
- Crespo, S.
- Venue
- Educational Studies in Mathematics
- Published
- 2003-04
- Volume
- 52
- Issue
- 3
- Pages
- 243-270
- ISSN
- 0013-1954 (ISSN-L)
- 1573-0816
- OpenAlex
- W1484109462
- Cited by
- 269
- References
- 26
- FWCI
- 17.40
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
