An Unexpected Influence on a Quadratic von Davis, Jon D

Volltext

Pre-service Teachers’ Use of Technology as Reorganizer to Promote Differing Levels of Conceptual Understanding von Davis, Jon D., Witt, Nicholas E.

Volltext

Investigating the Effects of Parameters on Quadratic Functions von Davis, Jon D.

Volltext

Middle school teachers’ differing perceptions and use of curriculum materials and the common core von Roth McDuffie, Amy, Choppin, Jeffrey, Drake, Corey, Davis, Jon D., Brown, Jennifer

Volltext

Middle School Mathematics Teachers’ Perceptions of the Common Core State Standards for Mathematics and Related Assessment and Teacher Evaluation Systems von Roth McDuffie, Amy, Drake, Corey, Choppin, Jeffrey, Davis, Jon D., Magaña, Margarita V., Carson, Cynthia

Volltext

Prospective Mathematics Teachers' Interactions with CAS-Based Textbook Elements von Davis, Jon D

Volltext

Understanding the influence of two mathematics textbooks on prospective secondary teachers’ knowledge von Davis, Jon D.

Volltext

Evolving Techniques and Emerging Schemes: Prospective Teachers’ Transformation of ChatGPT von Davis, Jon D.

Volltext

An examination of reasoning and proof opportunities in three differently organized secondary mathematics textbook units von Davis, Jon D.

Volltext

An analytical framework for categorizing the use of CAS symbolic manipulation in textbooks von Davis, Jon D., Fonger, Nicole L.

Volltext

Instructional Supports for Representational Fluency in Solving Linear Equations with Computer Algebra Systems and Paper‐and‐Pencil von Fonger, Nicole L., Davis, Jon D., Rohwer, Mary Lou

Volltext

Middle School Mathematics Teachers’ Perceptions of the Common Core State Standards for Mathematics and Its Impact on the Instructional Environment von Davis, Jon D., Choppin, Jeffrey, Roth McDuffie, Amy, Drake, Corey

Volltext

Reasoning-and-proving in algebra: The case of two reform-oriented U.S. textbooks von Davis, Jon D., Smith, Dustin O., Roy, Abhik R., Bilgic, Yusuf K.

Volltext

U.S. Middle School Mathematics Teachers' Perceptions of the Standards for Mathematical Practice by Textbook Type von Davis, Jon D, Choppin, Jeffrey, Drake, Corey, Roth McDuffie, Amy, Carson, Cynthia

Volltext

Examining the Use of a Representational Toolkit in a U.S. Reform-Oriented Textbook von Davis, Jon D

Volltext

Standards-Based Mathematics Curricula and Middle-Grades Students' Performance on Standardized Achievement Tests von Post, Thomas R., Harwell, Michael R., Davis, Jon D., Maeda, Yukiko, Cutler, Arnie, Andersen, Edwin, Kahan, Jeremy A., Norman, Ke Wu

Volltext

Connecting Students' Informal Language to More Formal Definitions von Davis, Jon D.

Volltext

High-School Students' Approaches to Solving Algebra Problems that are Posed Symbolically: Results from an Interview Study von Huntley, Mary Ann, Davis, Jon D.

Volltext

Standards-Based Mathematics Curricula and Secondary Students' Performance on Standardized Achievement Tests von Harwell, Michael R., Post, Thomas R., Maeda, Yukiko, Davis, Jon D., Cutler, Arnold L., Andersen, Edwin, Kahan, Jeremy A.

Volltext

Teachers’ perceptions of the official curriculum: Problem solving and rigor von Davis, Jon D., McDuffie, Amy Roth, Drake, Corey, Seiwell, Amanda L.

Volltext