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Submissions from 2016

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test, Melissa M. Burrows

Submissions from 2015

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Reading and Writing in Mathematics [Video], ANNENBERG LEARNER, Jacob Foster, Heather L. Johnson, and Magdalene Lampert

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Nature and Utility of Teacher Questioning: A Case of Constructivist-Oriented Intervention, Jessica Hunt, Ron Tzur, and Arla Westenskow

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Task design: Fostering Secondary Students' Shifts from Variational to Covariational Reasoning, Heather L. Johnson

Jake’s conceptual operations in multiplicative tasks: Focus on number choice, Rachael Risley, Nicola M. Hodkowski, and Ron Tzur

The Learning Assistant Model: Supporting Student Success through Course Transformation, Robert M. Talbot III and Laurel M. Hartley

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Characterizing Student Engagement in a Learning Assistant Supported Biology Course: The Classroom as a Social Network, Robert M. Talbot III, Laurel M. Hartley, and Laurie Liddick

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Fully Online Methods Courses? Reconceptualizing STEM Teacher Preparation Through "Spaces of Learning", Geeta Verma, Heather L. Johnson, Joanna C. Dunlap, and Evan McClintock

Submissions from 2014

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Mathematical Tasks and the Student, David Clarke, Heidi Stromskag, Heather L. Johnson, Angelika Bikner-Ahsbahs, and Kimberly Gardner

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Relating Student Outcomes to Teacher Development of Student-adaptive Pedagogy, Nicola M. Hodkowski, Ron Tzur, Heather L. Johnson, and Evan McClintock

Intermediate participatory stages of the concept of unit fraction: Two students with learning disability, Jessica Hunt, Ron Tzur, and Arla Westenskow

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The Effect of an Intelligent Tutor on Math Problem-Solving of Students with Learning Disabilities, Xiaojun Ma, Yan Ping Xin, Ron Tzur, Luo Si, Xuan Yang, Joo Young Park, Jia Liu, and Rui Ding

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Comprehension SEEDING: Comprehension through Self Explanation, Enhanced Discussion, and INquiry Generation, Frank Paiva, James Glenn, Karen Mazidi, Robert Talbot, Ruth Wylie, Michelene T.H. Chi, Erik Dutilly, Brandon Helding, Mingyu Lin, Susan Trickett, and Rodney D. Nielsen

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A comparison of instructional sequence in intelligent tutor-assisted math problem-solving intervention program, Joo Young Park, Yan Ping Xin, Ron Tzur, Luo Si, and Casey Hord

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Characterizing Student Engagement in a Learning Assistant Supported Biology Course: The Classroom as a Social Network, Robert M. Talbot III, Laurel M. Hartley, and Laurie Liddick

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Learning about Teaching #ThroughGlass, Robert M. Talbot III and Brad Hinson

Conceptual and brain processing of unit fraction comparisons: A CogNeuro-MathEd study, Ron Tzur and Brenden E. Depue

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Using Log Data to Predict Response Behaviors in Classroom Discussions, Ruth Wylie, Brandon Helding, Robert M. Talbot III, Michelene T.H. Chi, Susan Trickett, and Rodney D. Nielsen

Submissions from 2013

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Designing Covariation Tasks to Support Students’ Reasoning about Quantities involved in Rate of Change, Heather L. Johnson

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Reasoning about Quantities That Change Together [Audio Podcast], Heather L. Johnson

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Designing and Implementing Tasks Linking Dynamic Animations and Graphs, Heather L. Johnson, Evan McClintock, and Jennifer Ahmed

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Defining and Measuring Student Engagement in Undergraduate Science Courses, Robert M. Talbot III, Laurel M. Hartley, and Bryan S. Wee

Submissions from 2012

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Two Forms of Reasoning About Amounts of Change in Covarying Quantities, Heather L. Johnson

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Scrutinizing a Measure of Science and Mathematics Teacher Knowledge: Implications for Claims of Validity, Robert M. Talbot III

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Culturally-Mathematically Relevant Pedagogy (CMRP): Fostering Urban English Language Learners' Multiplicative Reasoning, Ron Tzur, Heather L. Johnson, Evan McClintock, and Rachael Risley

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Children's Development of Multiplicative Reasoning: A Schemes and Tasks Framework, Ron Tzur, Heather L. Johnson, Yan Ping Xin, Luo Si, Rachael Kenney, Evan McClintock, Jerry Woodward, and Casey Hord

Submissions from 2011

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Engendering multiplicative reasoning in students with learning disabilities in mathematics: Sam's computer-assisted transition to anticipatory unit differentiation-and-selection, Evan McClintock, Ron Tzur, Yan Ping Xin, and Luo Si

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Want Teaching to Matter? Theorize it with Learning..., Ron Tzur

Submissions from 2010

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Non-traditional Use of ‘math-as-human-endeavour’: Two Chinese Middle School Teachers’ Attempts to Inspire Students’ Curiosity, Xianyan Jin and Ron Tzur

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Making Sense of Rate of Change: Secondary Students' Reasoning About Changing Quantities, Heather L. Johnson

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Is Teaching Parallel Algorithmic Thinking to High School Students Possible? One Teacher’s Experience, Shane Torbert, Uzi Vishkin, Ron Tzur, and David J. Ellison

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The Power of Natural Thinking: Applications of Cognitive Psychology to Mathematics Education, Ron Tzur

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Students with Learning Disability in Math Are Left Behind in Multiplicative Reasoning? Number as Abstract Composite Unit is a Likely ‘Culprit’, Ron Tzur, Yan Ping Xin, Rachael Kenney, and Adam Guebert

Submissions from 2009

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Measuring Teacher Quality with the Flexible Application of Student-Centered Instruction (FASCI) Instrument: A Multi-University Study, Valerie K. Otero and Robert M. Talbot III

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Can Science Teachers’ Strategic Knowledge be Conceptualized as a Learning Progression?, Robert M. Talbot III, Derek Briggs, and Valerie K. Otero

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Measuring Physics Teachers’ Strategic Knowledge: Domain-General or Domain-Specific?, Robert M. Talbot III, Valerie K. Otero, and Derek Briggs

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A Longitudinal Study on Pedagogical Content Knowledge: Synthesizing Research on Content, Pedagogy, and Practice, Robert M. Talbot III, Valerie K. Otero, Noah D. Finkelstein, Kara E. Gray, David C. Webb, Laura J. Moin, and Michael W. Klymkowsky

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Conceptually Based Task Design: Megan’s Progress to the Anticipatory Stage of Multiplicative Double Counting, Jerry Woodward, Rachael Kenney, Dake Zhang, Adam Guebert, Suleyman Centintas, Ron Tzur, and Yan Ping Xin

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Interweaving Tasks and Conceptions to Promote Multiplicative Reasoning in Students with Learning Disabilities in Mathematics, Yan Ping Xin, Ron Tzur, Luo Si, Dake Zhang, Casey Hord, Wei Luo, and Suleyman Centintas

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How Do Changes Happen? Transition from Intuitive to Advanced Strategies in Multiplicative Reasoning for Students with Math Disabilities, Dake Zhang, Yan Ping Xin, Ron Tzur, Casey Hord, Luo Si, and Suleyman Centintas

Submissions from 2008

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Building a framework for determining the authenticity of instructional tasks within teacher education programs, Heidi Iverson, Mark A. Lewis, and Robert M. Talbot III

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Domain Representations [Lesson], Heather L. Johnson

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Growth Rate [Lesson], Heather L. Johnson

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Inequalities in Triangles [Lesson], Heather L. Johnson

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Law of Cosines [Lesson], Heather L. Johnson

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Law of Sines [Lesson], Heather L. Johnson

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Successive Discounts [Lesson], Heather L. Johnson

Submissions from 2004

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Distinguishing Two Stages of Mathematics Conceptual Learning, Ron Tzur and Marty Simon

Submissions from 2002

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From Theory to Practice: Explaining Successful and Unsuccessful Teaching Activities (Case of Fractions), Ron Tzur

Submissions from 2000

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Articulating Theoretical Constructs for Mathematics Teaching, Marty Simon, Ron Tzur, Karen Heinz, and Margaret Kinzel

Submissions from 1999

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A Perspective on the Use of Manipulatives: Making sense of a teacher’s use of base-ten blocks to promote understanding of the long-division algorithm, Karen Heinz, Marty Simon, Margaret Kinzel, and Ron Tzur

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Postulating Relationships Between Levels of Knowing and Types of Tasks in Mathematics Teaching: A constructivist perspective, Ron Tzur and Marty Simon

Submissions from 1998

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Characterizing a Perspective on Mathematics Learning of Teachers in Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, and Margaret Schwan Smith

Submissions from 1997

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Why Do We Invert and Multiply: Elementary teachers’ struggle to conceptualize division of fractions, Ron Tzur and Maria Timmerman

Submissions from 1996

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Relationship of Affective and Cognitive Aspects of Learning, Ron Tzur

Submissions from 1994

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Interaction and Fraction Knowledge: Children's construction of the Iterative Partitioning Scheme, Ron Tzur

Submissions from 1993

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Teachers' Use of Alternate Assessment Methods, Ron Tzur, Karen Brooks, Mary Enderson, Margaret Morgan, and Thomas Cooney