The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index.
Mathematics teacher noticing: seeing through teachers’ eyes
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Mathematics teacher noticing: seeing through teachers’ eyes, edited by Miriam Sherin, Vicki Jacobs and Randy Philipp, Abingdon, UK, Routledge, 2011, 249 pp., £30.99 (paperback), ISBN: 978-0-415-878...
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Cites
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
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(2011) · Cited by 14,317
Content Knowledge for Teaching: What Makes It Special?
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008) · Journal of Teacher Education · doi:10.1177/0022487108324554 · Cited by 5,388
Dewey, J. (2026) · Art and Its Significance · doi:10.1515/9798855805482-007 · Cited by 5,188
Developing Professional Knowledge And Competence
Eraut, M. (2002) · Routledge eBooks · doi:10.4324/9780203486016 · Cited by 3,673
Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer
Dreyfus, H. L., Drey-fus, S. E., & Zadeh, L. A. (1987) · IEEE Expert · doi:10.1109/mex.1987.4307079 · Cited by 3,172
Non‐formal learning and tacit knowledge in professional work
Eraut, M. (2000) · British Journal of Educational Psychology · doi:10.1348/000709900158001 · Cited by 2,013
Professional Noticing of Children's Mathematical Thinking
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.41.2.0169 · Cited by 1,433
Implicit learning and tacit knowledge: an essay on the cognitive unconscious
(1994) · Choice Reviews Online · doi:10.5860/choice.31-3490 · Cited by 1,429
Cited by
Learning to notice important student mathematical thinking in complex classroom interactions
Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.01.006 · Cited by 149
Characterizing the formative assessment enactment of experienced science teachers
Dini, V., Sevian, H., Caushi, K., & Orduña Picón, R. (2020) · Science Education · doi:10.1002/sce.21559 · Cited by 61
Melhuish, K., Thanheiser, E., & Guyot, L. (2020) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-018-9408-4 · Cited by 55
From a Framework to a Lens: Learning to Notice Student Mathematical Thinking
Teuscher, D., Leatham, K. R., & Peterson, B. E. (2017) · Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks · doi:10.1007/978-3-319-46753-5_3 · Cited by 42
Ulusoy, F. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103103 · Cited by 37
Metadata
- Authors
- Wright, D.
- Venue
- Research in Mathematics Education
- Publisher
- Informa UK Limited
- Published
- 2012-03
- Volume
- 14
- Issue
- 1
- Pages
- 98-104
- ISSN
- 1479-4802 (ISSN-L)
- 1754-0178
- OpenAlex
- W2063667600
- Cited by
- 573
- References
- 17
- FWCI
- 84.91
- Type
- journal article
- Language
- en
- Open access
- green
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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.
