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Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliverExpand
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction
This article investigates teacher enthusiasm and how it relates to instructional behaviours. We distinguished teachers' enthusiasm for the subject matter of mathematics from their enthusiasm forExpand
Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers.
Drawing on the work of L. S. Shulman (1986), the authors present a conceptualization of the pedagogical content knowledge and content knowledge of secondary-level mathematics teachers. They describeExpand
Teachers’ Content Knowledge and Pedagogical Content Knowledge
Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects theExpand
Misinterpretations of significance: A problem students share with their teachers?
The use of significance tests in science has been debated from the invention of these tests until the present time. Apart from theoretical critiques on their appropriateness for evaluating scientificExpand
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers
TLDR
The COACTIV Research Program on Teachers' Professional Competence highlights the importance of motivation as an aspect of professional Competence and research Findings on Teacher Enthusiasm and Individual Characteristics of Prospective Teachers. Expand
Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs
Research interest in the professional knowledge of mathematics teachers has grown considerably in recent years. In the COACTIV project, tests of secondary mathematics teachers’ pedagogical contentExpand
The null ritual : What you always wanted to know about significance testing but were afraid to ask
One of us once had a student who ran an experiment for his thesis. Let us call him Pogo. Pogo had an experimental group and a control group and found that the means of both groups were exactly theExpand
The psychology of the Monty Hall problem: discovering psychological mechanisms for solving a tenacious brain teaser.
  • S. Krauss, X. Wang
  • Psychology, Medicine
  • Journal of experimental psychology. General
  • 1 March 2003
TLDR
The Monty Hall problem is formulated using manipulations in 4 cognitive aspects, namely, natural frequencies, mental models, perspective change, and the less-is-more effect, which led to a significant increase in the proportion of correct answers given by novice participants. Expand
Representation facilitates reasoning: what natural frequencies are and what they are not
TLDR
This work corrects two misconceptions propagated in recent work: normalized frequencies have been mistaken for natural frequencies and, as a consequence, "nested sets" and the "subset principle" have been proposed as new explanations. Expand
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