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Framing Professional Development That Promotes Mathematical Thinking
Jonathan L. Brendefur
,
Michelle Carney
, Gwyneth Hughes
, Sam Strother
I Do Teach Program
Mathematics Department
Boise State University
Research output
:
Chapter in Book/Report/Conference proceeding
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Chapter
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Keyphrases
Professional Development
100%
Mathematical Thinking
100%
Mathematics Teaching
50%
Student Achievement
50%
Content Knowledge
50%
Mathematical Understanding
50%
Pedagogical Tools
50%
Instructional Practices
50%
Professional Development Framework
50%
Professional Development Model
50%
Conceptual Understanding
50%
Teaching for Understanding
50%
Procedural Fluency
50%
Conceptual Content
50%
Computational Fluency
50%
High-quality Professional Development
50%
Procedural Understanding
50%
Social Sciences
Professional Development
100%
Framing
100%
Mathematics
40%
Instructional Practice
20%
Academic Achievement
20%
Teaching Mathematics
20%
Development Model
20%
Classroom Teacher
20%
Psychology
Content Knowledge
100%
Academic Achievement
100%
Computational Fluency
100%