The DOI matches its Crossref record.
Reasoning and Sense Making Begins with the Teacher
Abstract
Action research leads a classroom teacher to a new approach and a new role.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cited by
Exercising Mathematical Authority: Three Cases of Preservice Teachers’ Algebraic Justifications
Prasad, P. V., & Barron, V. J. (2019) · The Mathematics Educator · doi:10.63301/tme.v28i2.2050 · Cited by 4
“She is interested in researching the conceptualization of mathematical topics through student-centered instruction. them to rely on formulas presented by instructors or in a textbook instead of developing conceptual meanings (Blanton & Kaput, 2005; Keazer & Menon, 2016).”
Background
Metadata
- Authors
- Keazer, L. M., & Menon, R. S.
- ORCID
- Keazer, Lindsay M.
- Venue
- The Mathematics Teacher
- Published
- 2015-12
- Volume
- 109
- Issue
- 5
- Pages
- 342-349
- ISSN
- 0025-5769 (ISSN-L)
- 2330-0582
- OpenAlex
- W2315133132
- Cited by
- 5
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2021: 1 · 2020: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mathematics Teacher Learning and Teaching PK-12 (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Reflective Practices in Education
- Keywords
- teacher role, reasoning, sensemaking, mathematics education, teacher professional development, teaching practice
About these checks
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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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.
