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 of… Expand

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 of… Expand

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 between… Expand

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

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 this… Expand

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