The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Teachers’ Knowledge and Its Impact
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Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
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
Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior
Shavelson, R. J., & Stern, P. (1981) · Review of Educational Research · doi:10.3102/00346543051004455 · Cited by 1,113
Knowing, Doing, and Teaching Multiplication
Lampert, M. (1986) · Cognition and Instruction · doi:10.1207/s1532690xci0304_1 · Cited by 329
Cited by
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010) · American Educational Research Journal · doi:10.3102/0002831209345157 · Cited by 2,100
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008) · Mathematical Thinking and Learning · doi:10.1080/10986060802229675 · Cited by 1,222
Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008) · Cognition and Instruction · doi:10.1080/07370000802177235 · Cited by 996
Rethinking Characterizations of Beliefs
Furinghetti, F., & Pehkonen, E. (2002) · Beliefs: A Hidden Variable in Mathematics Education? · doi:10.1007/0-306-47958-3_3 · Cited by 283
Relationships between mathematical knowledge for teaching and teaching practice: the case of proof
Steele, M. D., & Rogers, K. C. (2012) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-012-9204-5 · Cited by 51
Learning mathematics for teaching in the student teaching experience: two contrasting cases
Peterson, B. E., & Williams, S. R. (2008) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-008-9085-9 · Cited by 25
Sudejamnong, A., Robsouk, K., Loipha, S., & Inprasitha, M. (2014) · Sociology Mind · doi:10.4236/sm.2014.44032 · Cited by 9
Metadata
- Authors
- Fennema, E., & Franke, M. L.
- Venue
- Handbook of Research on Mathematics Teaching and Learning
- Publisher
- Emerald Publishing Limited
- Published
- 2006-11-16
- Pages
- 147-164
- OpenAlex
- W2903016442
- Cited by
- 667
- References
- 5
- FWCI
- 129.56
- Type
- book chapter
- Language
- en
- Open access
- closed
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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.
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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.
