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Early Predictors of High School Mathematics Achievement

Psychological science, 2012-07, Vol.23 (7), p.691-697

2012

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Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning

Journal for research in mathematics education, 2017-05, Vol.48 (3), p.261-299

2017

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Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking

Journal for research in mathematics education, 2015-01, Vol.46 (1), p.88-124

2015

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Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves

ZDM, 2016-04, Vol.48 (1-2), p.185-197

2016

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How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait

Educational studies in mathematics, 2012-02, Vol.79 (2), p.239-261

Alajmi, Amal Hussain

2012

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Assessing the potential of mathematics textbooks to promote deep learning

Educational studies in mathematics, 2013-02, Vol.82 (2), p.183-199

2013

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Theoretical approaches to teachers’ lesson designs involving the adaptation of mathematics textbooks: two cases from kyouzai kenkyuu in Japan

ZDM, 2021-11, Vol.53 (6), p.1387-1402

2021

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Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Cognitive science, 2005-07, Vol.29 (4), p.587-625

2005

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Measuring mathematics teachers’ professional competence by using video clips (COACTIV video)

ZDM, 2016-04, Vol.48 (1-2), p.111-124

2016

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Secondary School Students Learning From Reflections on the Rationale Behind Self-Made Errors: A Field Experiment

The Journal of experimental education, 2016-01, Vol.84 (1), p.98-118

2016

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IS MATCHING INNATE?

Journal of the experimental analysis of behavior, 2007-03, Vol.87 (2), p.161-199

2007

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Children’s unit concepts in measurement: a teaching experiment spanning grades 2 through 5

ZDM, 2011-10, Vol.43 (5), p.637-650

2011

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Early Predictors of High School Mathematics Achievement

Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning

Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking

Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves

How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait

Assessing the potential of mathematics textbooks to promote deep learning

Theoretical approaches to teachers’ lesson designs involving the adaptation of mathematics textbooks: two cases from kyouzai kenkyuu in Japan

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Measuring mathematics teachers’ professional competence by using video clips (COACTIV video)

Secondary School Students Learning From Reflections on the Rationale Behind Self-Made Errors: A Field Experiment

IS MATCHING INNATE?

Children’s unit concepts in measurement: a teaching experiment spanning grades 2 through 5

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