Teachers' Knowledge of Children's Mathematics after Implementing a Student-Centered Curriculum
Citations
126 citations
Cites background from "Teachers' Knowledge of Children's M..."
...Based on scenarios developed by Kennedy et al. (1993) and Empson and Junk (2004), these scenarios asked teachers to anticipate the varied ways children might solve a particular problem, interpret student work, and respond to students’ difficulties....
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...Empson and Junk (2004) report a study in which teachers expressed beliefs that it is a good idea to use student mistakes as opportunities for learning....
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65 citations
Cites background from "Teachers' Knowledge of Children's M..."
...We build on this hypothesis by arguing that educative curriculum materials can provide teachers with some scaffolded expertise in children’s mathematical thinking by identifying solution methods that children tend to use (see also Empson & Junk, 2004)....
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50 citations
Cites background from "Teachers' Knowledge of Children's M..."
...Empson and Junk (2004) focused on the knowledge of CMT that teachers develop through their use of Investigations curriculum materials and found that teachers developed knowledge of children’s strategies that matched knowledge in the research literature. They suggest the teachers acquired this knowledge through observing children during activities in the curriculum. At the same time, connecting to CFoK within traditional mathematics curricula seems to be challenging, but possible, for teachers. Wyatt (2014) found that elementary teachers were able to add elements connecting to CFoK in their use of America’s Choice in both language arts and mathematics. However, Vomvoridi-Ivanović (2012) found that PSTs facilitating an afterschool mathematics club for Latino/a elementary-grade youth rarely made connections between textbook-like activities and students’ out-of-school experiences....
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...…curriculum materials is prominent in several studies, with researchers noting ways that curricula can serve as levers for teacher learning and change (e.g., Empson & Junk, 2004; Lipka et al., 2005), and ways that more traditional curricula can constrain teacher practice (Vomvoridi-Ivanović, 2012)....
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...Empson and Junk (2004) focused on the knowledge of CMT that teachers develop through their use of Investigations curriculum materials and found that teachers developed knowledge of children’s strategies that matched knowledge in the research literature....
[...]
...Empson and Junk (2004) focused on the knowledge of CMT that teachers develop through their use of Investigations curriculum materials and found that teachers developed knowledge of children’s strategies that matched knowledge in the research literature. They suggest the teachers acquired this knowledge through observing children during activities in the curriculum. At the same time, connecting to CFoK within traditional mathematics curricula seems to be challenging, but possible, for teachers. Wyatt (2014) found that elementary teachers were able to add elements connecting to CFoK in their use of America’s Choice in both language arts and mathematics....
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46 citations
Cites background or methods from "Teachers' Knowledge of Children's M..."
...Other programmes using this approach include those described by Chamberlin 2005; Empson and Junk 2004....
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...…2003; Dinkelman 2003; Rogers, et al. 2007b; Williamson 2006 24 - Adler 2000; Ball and Cohen 1996; Clarke 1997; Collopy 2003; Davis and Krajcik 2005; Empson and Junk 2004; Hagedorn 2004; Kaahwa 2002; Remillard 2000; Remillard 2005 25 - Margolinas, et al. 2005 26 - Fraser, et al. 2007 27 - Barabash,…...
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44 citations
References
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