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Measuring Usable Knowledge: Teachers' Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning

American educational research journal, 2012-06, Vol.49 (3), p.568-589

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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Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept

Educational psychology review, 2021-03, Vol.33 (1), p.109-128

2021

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Fraction Interventions for Students Struggling to Learn Mathematics: A Research Synthesis

Remedial and special education, 2015-11, Vol.36 (6), p.374-387

2015

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Improving Children's Knowledge of Fraction Magnitudes

PloS one, 2016-10, Vol.11 (10), p.e0165243-e0165243

2016

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Pre-service primary Mathematics teachers’ understanding of fractions : an action–process–object–schema perspective

South African journal of childhood education, 2018, Vol.8 (2), p.1-12

2018

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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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Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

Educational studies in mathematics, 2021-05, Vol.107 (1), p.49-70

2021

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Software‐based intervention with digital manipulatives to support student conceptual understandings of fractions

British journal of educational technology, 2021-11, Vol.52 (6), p.2299-2318

Bush, Jeffrey B.

2021

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Preservice teachers’ mathematical understanding exhibited in problem posing and problem solving

ZDM, 2021-08, Vol.53 (4), p.937-949

2021

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Mathematics achievement in the last year of primary school. Longitudinal relationship with general cognitive skills and prior mathematics knowledge

European journal of psychology of education, 2024-06, Vol.39 (2), p.517-533

2024

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Knowledge-Integration Processes and Learning Outcomes Associated with a Self-Diagnosis Activity: the Case of 5th-Graders Studying Simple Fractions

International journal of science and mathematics education, 2018-06, Vol.16 (5), p.929-948

Safadi, Rafi’

2018

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Clarifying the Impact of Educational Research on Learning Opportunities

Journal for research in mathematics education, 2017-05, Vol.48 (3), p.230-236

2017

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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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How context specific is teachers’ analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing

ZDM, 2021-04, Vol.53 (1), p.181-193

2021

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How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions

ZDM, 2017-08, Vol.49 (4), p.531-544

2017

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Introduction to the Special Issue on Recent Advances in Mathematics Education

European journal of investigation in health, psychology and education, 2022-10, Vol.12 (10), p.1498-1499

2022

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Keeping sites in sight : conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative

Pythagoras (Pretoria, South Africa), 2019, Vol.40 (1), p.1-11

2019

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Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn?

Journal for research in mathematics education, 2009-11, Vol.40 (5), p.491-529

2009

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Theorizing mathematics instruction using ritual: tensions in teaching fractions in a fifth grade classroom

Educational studies in mathematics, 2019-06, Vol.101 (2), p.195-213

2019

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Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line

International journal for lesson and learning studies, 2022-06, Vol.11 (2), p.121-132

2022

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Probing Grade 10 Students about Their Mathematical Errors on Simplifying Algebraic Fractions

Research in education (Manchester), 2015-11, Vol.94 (1), p.55-70

2015

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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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Using a transdisciplinary framework to examine mathematics classroom talk taking place in and through a second language

ZDM, 2018-11, Vol.50 (6), p.1013-1027

2018

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Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study

International journal for lesson and learning studies, 2021-01, Vol.10 (1), p.33-46

2021

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Measuring Usable Knowledge: Teachers' Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning

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

Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept

Fraction Interventions for Students Struggling to Learn Mathematics: A Research Synthesis

Improving Children's Knowledge of Fraction Magnitudes

Pre-service primary Mathematics teachers’ understanding of fractions : an action–process–object–schema perspective

Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking

Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

Software‐based intervention with digital manipulatives to support student conceptual understandings of fractions

Preservice teachers’ mathematical understanding exhibited in problem posing and problem solving

Mathematics achievement in the last year of primary school. Longitudinal relationship with general cognitive skills and prior mathematics knowledge

Knowledge-Integration Processes and Learning Outcomes Associated with a Self-Diagnosis Activity: the Case of 5th-Graders Studying Simple Fractions

Clarifying the Impact of Educational Research on Learning Opportunities

Assessing the potential of mathematics textbooks to promote deep learning

How context specific is teachers’ analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing

How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions

Introduction to the Special Issue on Recent Advances in Mathematics Education

Keeping sites in sight : conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative

Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn?

Theorizing mathematics instruction using ritual: tensions in teaching fractions in a fifth grade classroom

Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line

Probing Grade 10 Students about Their Mathematical Errors on Simplifying Algebraic Fractions

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

Using a transdisciplinary framework to examine mathematics classroom talk taking place in and through a second language

Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study

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