jeppe skott
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The emerging pracitces of a novice teacher: The roles of his school mathematics images
J Skott
Journal of mathematics teacher education 4 (1), 3-28, 2001
The promises, problems, and prospects of research on teachers’ beliefs
J Skott
International handbook of research on teachers’ beliefs 1, 37-54, 2015
Contextualising the notion of ‘belief enactment’
J Skott
Journal of Mathematics Teacher Education 12 (1), 27-46, 2009
Understanding the role of the teacher in emerging classroom practices: Searching for patterns of participation
J Skott
ZDM 45 (4), 547-559, 2013
The forced autonomy of mathematics teachers
J Skott
Educational Studies in Mathematics 55 (1), 227-257, 2004
Towards a participatory approach to ‘beliefs’ in mathematics education
J Skott
From beliefs to dynamic affect systems in mathematics education, 3-23, 2015
Matematik för lärare: δ Didaktik
J Skott, K Jess, HC Hansen
Gleerups Utbildning AB, 2010
Matematik for lærerstuderende
J Skott, K Jess, HC Hansen
Delta. Fagdidaktik. Forlaget Samfundslitteratur, 2008
From beliefs to patterns of participation–shifting the research perspective on teachers
J Skott, DM Larsen, CH Østergaard
NOMAD nordic studies in mathematics education 16 (1-2), 29-55, 2011
Theoretical frameworks in research on and with mathematics teachers
J Skott, L Van Zoest, U Gellert
ZDM 45 (4), 501-505, 2013
Matematik för lärare: Y Grundbok Band 1
J Skott, HC Hansen, K Jess, J Schou
Gleerups Utbildning AB, 2010
Changing views and practices? A study of the KappAbel mathematics competition
T Wedege, J Skott, I Henningsen, K Waege
Norwegian Center for Mathematics Education, NTNU, 2006
Matematik för lärare. My, Elever med särskilda behov
K Jess, J Skott, HC Hansen
Malmö: Gleerups, 2011
Why belief research raises the right question, but provides the wrong type of answer
J Skott
NORMA01, 231-238, 2005
Shifting the direction of belief research: From beliefs to patterns of participation
J Skott
Conference of the International Group for the Psychology of Mathematics …, 2010
Changing experiences of being, becoming, and belonging: Teachers’ professional identity revisited
J Skott
ZDM 51 (3), 469-480, 2019
The role of the practice of theorising practice
J Skott
CERME 4, 1598-1608, 2005
Classroom practice and teachers’ knowledge, beliefs and identity
J Skott, R Mosvold, C Sakonidis
Developing Research in Mathematics Education, 162-180, 2018
Learning to teach mathematics: Expanding the role of practicum as an integrated part of a teacher education programme
C Bergsten, B Grevholm, F Favilli, N Bednarz, J Proulx, D Mewborn, ...
The professional education and development of teachers of mathematics, 57-70, 2009
The images and practice of mathematics teachers
J Skott
The Royal Danish School of Educational Studies, 2000
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