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The Santa Trap: When Scaffolding is Not Enough to Challenge Teachers' Pervasive Beliefs.

, и . ICLS, International Society of the Learning Sciences, (2018)

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Umananda Chandra

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Mathematics Teachers' Knowledge for Teaching Proportion: Using Two Frameworks to Understand Knowledge in Action., и . ICQE, том 1785 из Communications in Computer and Information Science, стр. 239-253. Springer, (2022)Mathematics teachers' abilities to use and make sense of drawn representations., , , и . ICLS (2), стр. 140-147. International Society of the Learning Sciences, (2008)Questioning teacher goals in professional development: do goals really make a difference?, , , и . ICLS (3), стр. 105-106. International Society of the Learning Sciences, (2008)Educational technology research in postsecondary settings: Promise, problems, and prospects., , , и . J. Comput. High. Educ., 16 (2): 3-22 (2005)Exploring Connectedness: Applying ENA to Teacher Knowledge., и . ICLS, International Society of the Learning Sciences, (2012)Tupelo Enacted: How Teachers Shape Learning Opportunities in Middle Grades Mathematics., , , и . ICLS, International Society of the Learning Sciences, (2006)Measuring Collaborative Thinking Using Epistemic Network Analysis., , и . CSCL (2), стр. 456-459. International Society of the Learning Sciences, LuLu, Amazon, (2013)Teachers' understanding of partitioning when modeling fraction arithmetic., , , и . ICLS, стр. 338-339. International Society of the Learning Sciences / ACM DL, (2010)The Santa Trap: When Scaffolding is Not Enough to Challenge Teachers' Pervasive Beliefs., и . ICLS, International Society of the Learning Sciences, (2018)