Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change

M Gregoire - Educational psychology review, 2003 - Springer
What accounts for well-meaning teachers' lack of implementation of subject-matter reforms,
such as making one's classroom centered on problem solving, even when they positively …

Professional development research: Consensus, crossroads, and challenges

HC Hill, M Beisiegel, R Jacob - Educational researcher, 2013 - journals.sagepub.com
Commentaries regarding appropriate methods for researching professional development
have been a frequent topic in recent issues of Educational Researcher as well as other …

Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study

HC Hill, ML Blunk, CY Charalambous… - Cognition and …, 2008 - Taylor & Francis
This study illuminates claims that teachers' mathematical knowledge plays an important role
in their teaching of this subject matter. In particular, we focus on teachers' mathematical …

[PDF][PDF] Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge

DL Ball, ST Lubienski, DS Mewborn - Handbook of research on …, 2001 - academia.edu
Why does it work to add a zero on the right when multiplying by 10, or two zeros when
multiplying by 100? Why, when the number includes a decimal, do we move the decimal …

The pedagogical content knowledge of middle school, mathematics teachers in China and the US

S An, G Kulm, Z Wu - Journal of mathematics teacher education, 2004 - Springer
This study compared the pedagogical contentknowledge of mathematics in US and
Chinesemiddle schools. The results of thiscomparative study indicated that …

Learning mathematics for teaching: Results from California's mathematics professional development institutes

HC Hill, DL Ball - Journal for research in mathematics education, 2004 - pubs.nctm.org
Widespread agreement exists that US teachers need improved mathematics knowledge for
teaching. Over the past decade, policymakers have funded a range of professional …

Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy

AE Cunningham, KE Perry, KE Stanovich… - Annals of dyslexia, 2004 - Springer
Recently, investigators have begun to pay increasing attention to the role of teachers'
domain-specific knowledge in the area of reading, and its implications for both classroom …

Conceptualizing, investigating, and enhancing adaptive expertise in elementary mathematics education

L Verschaffel, K Luwel, J Torbeyns… - European Journal of …, 2009 - Springer
Some years ago, Hatano differentiated between routine and adaptive expertise and made a
strong plea for the development and implementation of learning environments that aim at the …

The development of young children's early number and operation sense and its implications for early childhood education

AJ Baroody, M Lai, KS Mix - … of research on the education of …, 2014 - taylorfrancis.com
In recent years, though, attitudes toward teaching mathematics to young children, including
preschoolers, again has changed dramatically. For example, the National Council of …

The nature and predictors of elementary teachers' mathematical knowledge for teaching

HC Hill - Journal for Research in Mathematics Education, 2010 - pubs.nctm.org
This article explores elementary school teachers' mathematical knowledge for teaching and
the relationship between such knowledge and teacher characteristics. The Learning …