• Publications
  • Influence
Creating Meaning for and with the Graphing Calculator
In this study, we seek to describe how the meaning of a tool was co-constructed by the students and their teacher and how the students used the tool to construct mathematical meaning out ofExpand
  • 234
  • 35
  • PDF
Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching
TLDR
A Models and Modeling Perspective on Mathematics Teaching, Learning, and Problem Solving.Contents: Preface. Expand
  • 491
  • 30
  • PDF
Beyond Constructivism
In a recent book titled Beyond Constructivism: A Models & Modeling Perspective on Mathematics Problem Solving, Learning & Teaching (Lesh & Doerr, 2003a), the concluding chapter describes a number ofExpand
  • 190
  • 17
Examining the Tasks of Teaching When Using Students' Mathematical Thinking
Recent research suggests that the examination of students' work may lead to changes in teaching practice that are more effective in terms of students' mathematical learning. However, the link betweenExpand
  • 73
  • 9
Mathematics teachers’ learning: a conceptual framework and synthesis of research
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what)Expand
  • 128
  • 9
Understanding Pre-Service Teachers' Emerging Practices Through Their Analyses of a Multimedia Case Study of Practice
The limits inherent in field experiences and the difficulties in learning howto use student thinking in instructional practice are significant challengesin pre-service teachers' preparation. In thisExpand
  • 80
  • 7
What Knowledge Do Teachers Need for Teaching Mathematics Through Applications and Modelling
  • H. Doerr
  • Computer Science, Mathematics
  • 2007
TLDR
This paper begins by describing teachers’ knowledge as the creation and development of increasingly sophisticated models or ways of interpreting the tasks of teaching. Expand
  • 98
  • 7