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What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Educational psychology (Dorchester-on-Thames), 2021-10, Vol.41 (9), p.1199-1219

2021

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Curriculum reform in Irish secondary schools - a focus on algebra

Journal of curriculum studies, 2018-01, Vol.50 (1), p.126-143

2018

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Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

Journal of curriculum studies, 2012-08, Vol.44 (4), p.443-466

2012

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Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Journal of curriculum studies, 2005-01, Vol.37 (2), p.155-192

2005

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Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

Journal of curriculum studies, 2018-01, Vol.50 (5), p.638-653

2018

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A meta-analysis on the relationship between school characteristics and student outcomes in science and math: Evidence from large-scale studies

Studies in science education, 2020, Vol.56 (1), p.1-34

2020

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Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Journal of curriculum studies, 2019-05, Vol.51 (3), p.342-361

2019

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Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

Journal of curriculum studies, 2009-08, Vol.41 (4), p.467-500

2009

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Replacing the 'teacher-proof' curriculum with the 'curriculum-proof' teacher: Toward more effective interactions with mathematics textbooks

Journal of curriculum studies, 2013-06, Vol.45 (3), p.295-321

Taylor, Megan Westwood

2013

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Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Journal of curriculum studies, 2005-09, Vol.37 (5), p.525-559

2005

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Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

Journal of curriculum studies, 2012-08, Vol.44 (4), p.559-576

2012

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Rate your course! Student teachers' perceptions of a primary pre-service mathematics education programme

Journal of curriculum studies, 2017-11, Vol.49 (6), p.802-829

2017

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Elementary school teachers' uses of mathematics curricular resources

Journal of curriculum studies, 2017-03, Vol.49 (2), p.132-148

Polly, Drew

2017

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Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest

Assessment in education : principles, policy & practice, 2018, Vol.25 (2), p.160-182

2018

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Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit?

Journal of curriculum studies, 2017-03, Vol.49 (2), p.191-215

2017

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Teachers' views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

Journal of curriculum studies, 2013-06, Vol.45 (3), p.322-353

2013

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Meanings at hand. Coordinating semiotic resources in explaining mathematical terms in classroom discourse

Classroom discourse, 2016-09, Vol.7 (3), p.253-275

Heller, Vivien

2016

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The contribution of TIMSS to the link between school and classroom factors and student achievement

Journal of curriculum studies, 2013-04, Vol.45 (2), p.198-224

2013

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The Reproduction of Social Class Inequalities through Mathematics Pedagogies in South African Primary Schools

Journal of curriculum studies, 2007-12, Vol.39 (6), p.679-706

Hoadley, Ursula

2007

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MKT and curriculum materials are only part of the story: Insights from a lesson on fractions

Journal of curriculum studies, 2012-08, Vol.44 (4), p.537-558

2012

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Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem

Journal of curriculum studies, 2012-08, Vol.44 (4), p.467-487

2012

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Incremental validity of multidimensional proficiency scores from diagnostic classification models: An illustration for elementary school mathematics

International journal of testing, 2017-01, Vol.17 (4), p.277-301

2017

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Curriculum history, schooling and the history of the present

History of education (Tavistock), 2011, Vol.40 (1), p.1-19

Popkewitz, Thomas S

2011

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Class in the classroom: the relationship between school resources and math performance among low socioeconomic status students in 19 rich countries

Education economics, 2012-12, Vol.20 (5), p.484-509

Baird, Katherine

2012

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External Reform Initiatives and Teachers Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment

Journal of curriculum studies, 1999, Vol.31 (2), p.143-175

Spillane, James P

1999

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What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Curriculum reform in Irish secondary schools - a focus on algebra

Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

A meta-analysis on the relationship between school characteristics and student outcomes in science and math: Evidence from large-scale studies

Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

Replacing the 'teacher-proof' curriculum with the 'curriculum-proof' teacher: Toward more effective interactions with mathematics textbooks

Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

Rate your course! Student teachers' perceptions of a primary pre-service mathematics education programme

Elementary school teachers' uses of mathematics curricular resources

Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest

Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit?

Teachers' views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

Meanings at hand. Coordinating semiotic resources in explaining mathematical terms in classroom discourse

The contribution of TIMSS to the link between school and classroom factors and student achievement

The Reproduction of Social Class Inequalities through Mathematics Pedagogies in South African Primary Schools

MKT and curriculum materials are only part of the story: Insights from a lesson on fractions

Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem

Incremental validity of multidimensional proficiency scores from diagnostic classification models: An illustration for elementary school mathematics

Curriculum history, schooling and the history of the present

Class in the classroom: the relationship between school resources and math performance among low socioeconomic status students in 19 rich countries

External Reform Initiatives and Teachers Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment

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