Daniel Chazan
Daniel Chazan
Mullan Professor, CfME@UM, Department of Teaching & Learning, Policy & Leadership, U of Maryland
Verifisert e-postadresse på umd.edu
Sitert av
Sitert av
High school geometry students' justification for their views of empirical evidence and mathematical proof
D Chazan
Educational studies in mathematics 24 (4), 359-387, 1993
Beyond being told not to tell
D Chazan, D Ball
For the learning of mathematics 19 (2), 2-10, 1999
Beyond formulas in mathematics and teaching: Dynamics of the high school algebra classroom
D Chazan
Teachers College Press, 2000
Designing learning environments for developing understanding of geometry and space
Routledge, 1998
Exploring the practical rationality of mathematics teaching through conversations about videotaped episodes: The case of engaging students in proving
P Herbst, D Chazan
For the learning of Mathematics 23 (1), 2-14, 2003
Using comics-based representations of teaching, and technology, to bring practice to teacher education courses
P Herbst, D Chazan, CL Chen, VM Chieu, M Weiss
ZDM 43 (1), 91-103, 2011
Overcoming Visual Obstacles With the Aid of the Sup poser
M Yerushalmy, D Chazan
The Geometric Supposer, 37-68, 2013
On appreciating the cognitive complexity of school algebra: Research on algebra learning and directions of curricular change
D Chazan, M Yerushalmy
A research companion to principles and standards for school mathematics, 123-135, 2003
Studying the practical rationality of mathematics teaching: What goes into “installing” a theorem in geometry?
P Herbst, T Nachlieli, D Chazan
Cognition and Instruction 29 (2), 218-255, 2011
On the instructional triangle and sources of justification for actions in mathematics teaching
P Herbst, D Chazan
ZDM 44 (5), 601-612, 2012
Algebra for all students?: The algebra policy debate
D Chazan
The Journal of Mathematical Behavior 15 (4), 455-477, 1996
Research on practical rationality: Studying the justification of actions in mathematics teaching
P Herbst, D Chazan
The Mathematics Enthusiast 8 (3), 405-462, 2011
E-textbooks in/for teaching and learning mathematics: A disruptive and potentially transformative educational technology
B Pepin, G Gueudet, M Yerushalmy, L Trouche, D Chazan
HAL 2015, 2015
Animations of classroom interaction: Expanding the boundaries of video records of practice
D Chazan, P Herbst
Teachers College Record 114 (3), 1-34, 2012
Flux in school algebra: Curricular change, graphing technology, and research on student learning and teacher knowledge
M Yerushalmy, D Chazan
Handbook of international research in mathematics education, 725-755, 2002
Charting a course for secondary geometry
D Chazan, M Yerushalmy
Designing learning environments for developing understanding of geometry and …, 2012
Research on the teaching of mathematics: A call to theorize the role of society and schooling in mathematics instruction
D Chazan, P Herbst, L Clark
Handbook of research on teaching 5, 1039-1098, 2016
The shifting landscape of school algebra in the United States
D Chazan
Algebra and algebraic thinking in school mathematics, 70th NCTM Yearbook, C …, 2008
Quasi-empirical views of mathematics and mathematics teaching
D Chazan
Interchange 21 (1), 14-23, 1990
Introduction: PME Special Issue: Bodily Activity and Imagination in Mathematics Learning
R Nemirovsky, M Borba, C Dimattia, F Arzarello, O Robutti, M Schnepp, ...
Educational Studies in Mathematics, 303-321, 2004
Systemet kan ikke utføre handlingen. Prøv på nytt senere.
Artikler 1–20