Connecting the NCTM process standards and the CCSSM practices C Koestler, MD Felton, K Bieda, S Otten (No Title), 2013 | 133 | 2013 |
Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction Z de Araujo, S Otten, S Birisci Teaching and teacher education 62, 60-70, 2017 | 113 | 2017 |
Mapping mathematics in classroom discourse BA Herbel-Eisenmann, S Otten Journal for Research in Mathematics Education 42 (5), 451-485, 2011 | 113 | 2011 |
The mathematical nature of reasoning-and-proving opportunities in geometry textbooks S Otten, NJ Gilbertson, LM Males, DL Clark Mathematical Thinking and Learning 16 (1), 51-79, 2014 | 88 | 2014 |
Challenges of critical colleagueship: Examining and reflecting on mathematics teacher study group interactions LM Males, S Otten, BA Herbel-Eisenmann Journal of Mathematics Teacher Education 13, 459-471, 2010 | 61 | 2010 |
Improving instructional leadership through the development of leadership content knowledge: The case of principal learning in algebra MD Steele, KR Johnson, S Otten, BA Herbel-Eisenmann, CL Carver Journal of Research on Leadership Education 10 (2), 127-150, 2015 | 59 | 2015 |
The introduction of proof in secondary geometry textbooks S Otten, LM Males, NJ Gilbertson International Journal of Educational Research 64, 107-118, 2014 | 56 | 2014 |
Conceptualizing “homework” in flipped mathematics classes Z de Araujo, S Otten, S Birisci Journal of educational technology & society 20 (1), 248-260, 2017 | 51 | 2017 |
Assessing journal quality in mathematics education RA Nivens, S Otten Journal for Research in Mathematics Education 48 (4), 348-368, 2017 | 47 | 2017 |
Teaching in a world with Photomath C Webel, S Otten Mathematics Teacher 109 (5), 368-373, 2015 | 45 | 2015 |
Mapping talk about the mathematics register in a secondary mathematics teacher study group B Herbel-Eisenmann, KR Johnson, S Otten, M Cirillo, MD Steele The Journal of Mathematical Behavior 40, 29-42, 2015 | 40 | 2015 |
Teacher-created videos in a flipped mathematics class: Digital curriculum materials or lesson enactments? Z de Araujo, S Otten, S Birisci ZDM 49, 687-699, 2017 | 39 | 2017 |
Relationships between students’ learning and their participation during enactment of middle school algebra tasks S Otten, VM Soria ZDM 46 (5), 815-827, 2014 | 37 | 2014 |
Authority and whole-class proving in high school geometry: The case of Ms. Finley S Otten, SK Bleiler-Baxter, C Engledowl The Journal of Mathematical Behavior 46, 112-127, 2017 | 31 | 2017 |
Univocal and dialogic discourse in secondary mathematics classrooms: The case of attending to precision S Otten, C Engledowl, V Spain ZDM 47, 1285-1298, 2015 | 28 | 2015 |
Conceptions and consequences of what we call argumentation, justification, and proof M Cirillo, KW Kosko, J Newton, M Staples, K Weber East Lansing, MI: Michigan State University, 2015 | 19 | 2015 |
Teacher discourse moves: Supporting productive and powerful discourse M Cirillo, MD Steele, S Otten, BA Herbel-Eisenmann, K McAneny, ... Annual perspectives in mathematics education: Using research to improve …, 2014 | 15 | 2014 |
Students actively listening: A foundation for productive discourse in mathematics classrooms S Otten, BA Herbel-Eisenmann, MD Steele, M Cirillo, HM Bosman Annual Meeting of the American Educational Research Association, New Orleans, LA, 2011 | 14 | 2011 |
Conclusions within mathematical task enactments: A new phase of analysis S Otten Proceedings of the 32nd annual meeting of the North American Chapter of the …, 2010 | 13 | 2010 |
Making the most of going over homework S Otten, M Cirillo, BA Herbel-Eisenmann Mathematics Teaching in the Middle School 21 (2), 98-105, 2015 | 11 | 2015 |