Volume 43, Issue 1

Search all ZDM – Mathematics Education articles

February 2011

Creating and using representations of mathematics teaching in research and teacher development

Issue Editors:

Patricio Herbst,
Daniel Chazan

16 articles in this issue

On creating and using representations of mathematics teaching in research and teacher development
Patricio Herbst
Daniel Chazan
Editorial 20 January 2011 Pages: 1 - 5
Representing context in video records of practice for urban mathematics teacher education
Ann R. Edwards
Original Article 01 October 2010 Pages: 7 - 16
Opening the closed text: the poetics of representations of teaching
Michael Kevin Weiss
Original Article 20 October 2010 Pages: 17 - 27
Tacitation and implicitation: the construction of semiotic tools for representing mathematics teaching
Jean-Philippe Maitre
Christian Dépret
Jacques Baillé
Original Article 30 October 2010 Pages: 29 - 39
Designing representations of trigonometry instruction to study the rationality of community college teaching
Vilma Mesa
Patricio Herbst
Original Article 07 December 2010 Pages: 41 - 52
Co-facilitation of study groups around animated scenes: the discourse of a moderator and a researcher
Talli Nachlieli
Original Article 28 January 2011 Pages: 53 - 64
Who does what? A linguistic approach to analyzing teachers’ reactions to videos
Gloriana González
Original Article 04 December 2010 Pages: 65 - 80
Representation of the notion “learning-as-participation” in everyday situations of mathematics classes
Götz Krummheuer
Original Article 29 October 2010 Pages: 81 - 90
Using comics-based representations of teaching, and technology, to bring practice to teacher education courses
Patricio Herbst
Daniel Chazan
Michael Weiss
Original Article 01 October 2010 Pages: 91 - 103
Designing an intelligent teaching simulator for learning to teach by practicing
Vu Minh Chieu
Patricio Herbst
Original Article 05 October 2010 Pages: 105 - 117
Imagining mathematics teaching practice: prospective teachers generate representations of a class discussion
Sandra Crespo
Joy Ann Oslund
Amy Noelle Parks
Original Article 26 November 2010 Pages: 119 - 131
Using video to teach future teachers to learn from teaching
Rossella Santagata
Jody Guarino
Original Article Open access 12 October 2010 Pages: 133 - 145
Making practice studyable
Hala Ghousseini
Laurie Sleep
Original Article 25 September 2010 Pages: 147 - 160
Teachers’ reactions to animations as representations of geometry instruction
Deborah Moore-Russo
Janine M. Viglietti
Original Article 21 October 2010 Pages: 161 - 173
Using video representations of teaching in practice-based professional development programs
Hilda Borko
Karen Koellner
Nanette Seago
Original Article 29 December 2010 Pages: 175 - 187
Acknowledgements to reviewers 2010
Gabriele Kaiser
Acknowledgment 23 December 2010 Pages: 189 - 189

Volume 43, Issue 1

On creating and using representations of mathematics teaching in research and teacher development

Representing context in video records of practice for urban mathematics teacher education

Opening the closed text: the poetics of representations of teaching

Tacitation and implicitation: the construction of semiotic tools for representing mathematics teaching

Designing representations of trigonometry instruction to study the rationality of community college teaching

Co-facilitation of study groups around animated scenes: the discourse of a moderator and a researcher

Who does what? A linguistic approach to analyzing teachers’ reactions to videos

Representation of the notion “learning-as-participation” in everyday situations of mathematics classes

Using comics-based representations of teaching, and technology, to bring practice to teacher education courses

Designing an intelligent teaching simulator for learning to teach by practicing

Imagining mathematics teaching practice: prospective teachers generate representations of a class discussion

Using video to teach future teachers to learn from teaching

Making practice studyable

Teachers’ reactions to animations as representations of geometry instruction

Using video representations of teaching in practice-based professional development programs

Acknowledgements to reviewers 2010

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