Session Information
24 SES 10, Teacher Knowledge & Teacher Education
Paper Session
Contribution
Method
Expected Outcomes
References
Bell, A., Fischbein, E., & Greer, B. (1984). Choice of operations in verbal arithmetic problems: The effects of number size, problem structure and context. Educational Studies in Mathematics, 15(2), 129-147. Bodenhausen, J. (1988). Does the academic background of teachers affect the performance of their students? Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction No. ED293836). Brown, M. (1981a). Number operations. In K. M. Hart (Ed.), Children’s understanding of mathematics: 11 ~ 16 (pp. 23-47). London: John Murray. Brown, M. (1981b). Place value and decimals. In K. M. Hart (Ed.), Children’s understanding of mathematics: 11 ~ 16 (pp. 48-65). London: John Murray. Chidolue, M. E. (1996). The relationship between teacher characteristics, learning environment and student achievement and attitude. Studies in Educational Evaluation, 22, 263-274. Fetler, M. (2001) Student mathematics achievement test scores, dropout rates and teacher characteristics. Teacher Education Quarterly, 28, 151-168. Graeber, A. O. & Tirosh, D. (1990). Insights fourth and fifth graders bring to multiplication and division with decimals. Educational Studies in Mathematics, 21(6), 565-588. Hart, K. M. (1981b). The research of CSMS. In K. M. Hart (Ed.), Children’s understanding of mathematics: 11 ~ 16 (pp. 1-8). London: John Murray. Helme, S., & Stacey, K. (2000). Can minimal support for teachers make a difference to students’ understanding of decimals?, Mathematics Teachers Education and Development, 2, 105-125. Irwin, K.C. (2001). Using everyday knowledge of decimals to enhance understanding. Journal for Research in Mathematics Education, 32(4), 399-420. Iseri, A. I. (1997) Diagnosis of students’ misconceptions in interpreting and applying decimals. Unpublished Master Thesis, METU, Ankara, Turkey. Klecker, B. M. (2002). The relationship between teachers’ years-of-teaching experience and students’ mathematics achievement. Paper presented at the annual meeting of the Mid-South Educational Research Association, Chattanooga, TN. (ERIC Document Reproduction Service No. ED471550). Klitgaard R. E. & Hall, G. R. (1974). Are there unusually effective schools? Journal of Human Resources, 10(3), 90-106. Kouba, V. L., Brown, C.A., Carpenter, T.P., Lindquist, M. M., Silver, E. A., & Swafford, J.O. (1988). Results of the fourth NAEP Assessments of mathematics: Number, operations, and word problems. Arithmetic Teacher, 35(8) 14-19. Ministry of National Education of Turkey (1997). Elementary mathematics curriculum. Department of Research and Development in Education. Moskal, B. M., & Magone, M. E. (2000). Making sense of what students know: Examining the referents, relationships and modes students displayed in response to a decimal task. Educational Studies in Mathematics, 43(3), 313-335. Murnane, R. J., & Phillips, B. R. (1981). Learning by doing, vintage, and selection: Three pieces of the puzzle relating teaching experience and teaching performance. Economics of Education Review, 1(4), 453-465. O’Connor, M. C. (2001). “Can any fraction be turned into a decimal?”: A case study of a mathematical group discussion. Educational Studies in Mathematics, 46, 143-185. Resnick, L. B., Nesher, P., Leonard, F., Magone, M., Omanson, S., & Peled, I. (1989). Conceptual bases of arithmetic errors: The case for decimal fractions. Journal for Research in Mathematics Education, 20(1), 8-27. Sackur-Grisvard, C., & Leonard, F. (1985). Intermediate cognitive organization in the process of learning a mathematical concept: The order of positive decimal numbers. Cognition and Instruction, 2, 157-174. Shulman, L. E., (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-16). New York: Macmillan. Stacey, K., Helme, S., Steinle, V., Baturo, A., Irwin, K., & Bana, J. (2001). Preservice teachers’ knowledge of difficulties in decimal numeration. Journal of Mathematics Teacher Education, 4, 205-225. Stone, M. (1997). Commonalities and differences in teacher leadership at the elementary, middle and high school levels. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED407467). Tirosh, D., & Graeber, A. (1990). Evoking cognitive conflict to explore preservice teachers’ thinking about division. Journal for Research in Mathematics Education, 21(2), 98-108. Thipkong, S., & Davis, E. J. (1991). Preservice elementary teachers’ misconceptions in interpreting and applying decimals. School Science and Mathematics, 91(3), 93-99.
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