Mark Hoover
Mark Hoover
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Cited by
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Content knowledge for teaching: What makes it special?
DL Ball, MH Thames, G Phelps
Principles for developing thought-revealing activities for students and teachers
R Lesh, M Hoover, B Hole, A Kelly, TR Post
Research design in mathematics and science education, 591-646, 2000
What math knowledge does teaching require?
MH Thames, DL Ball
Teaching Children Mathematics 17 (4), 220-229, 2010
Making progress on mathematical knowledge for teaching
M Hoover, R Mosvold, DL Ball, Y Lai
The Mathematics Enthusiast 13 (1), 3-34, 2016
A theory of mathematical knowledge for teaching
DL Ball, H Bass, L Sleep, M Thames
The Fifteenth ICMI Study: The Professional Education and Development of …, 2005
Perfect domination
MR Fellows, MN Hoover
Australas. J Comb. 3, 141-150, 1991
Teacher education in Germany
KS Cortina, MH Thames
Cognitive activation in the mathematics classroom and professional …, 2013
Designing and using tasks to teach mathematical knowledge for teaching
K Suzuka, L Sleep, DL Ball, H Bass, J Lewis, M Thames
Scholarly practices and inquiry in the preparation of mathematics teachers, 7-24, 2009
Delineating issues related to horizon content knowledge for mathematics teaching
A Jakobsen, MH Thames, CM Ribeiro
Proceedings of CERME 8, 3125-3134, 2013
Using practice to define and distinguish horizon content knowledge
A Jakobsen, MH Thames, CM Ribeiro, S Delaney
12th International Congress in Mathematics Education (12th ICME), 4635-4644, 2012
Student attainment in the Connected Mathematics curriculum
JE Ridgway, JS Zawojewski, MN Hoover, DV Lambdin
Standards-based school mathematics curricula, 193-224, 2020
Articulating domains of mathematical knowledge for teaching
DL Ball, MH Thames, G Phelps
American Education Research Association Conference, 2005
Phelps. G.(2008). Content knowledge for teaching: What makes it special
DL Ball, MH Thames
Journal of Teacher Education 59 (5), 389-407, 2008
Chapter 1: Making mathematics work in school
DL Ball, J Lewis, MH Thames
Journal for Research in Mathematics Education. Monograph 14, 13-201, 2008
A practice-based theory of mathematical knowledge for teaching
DL Ball, MH Thames, H Bass, L Sleep, J Lewis, G Phelps
Proceedings of the 33rd Conference of the International Group for the …, 2009
Equity, assessment, and thinking mathematically: Principles for the design of model-eliciting activities
R Lesh, M Hoover, A Kelly
Developments in school mathematics education around the world 3, 104-130, 1993
Building coherence in research on mathematics teacher characteristics by developing practice-based approaches
M Thames, LR Van Zoest
ZDM 45 (4), 583-594, 2013
To change or not to change: Adapting mathematical knowledge for teaching (MKT) measures for use in Korea
M Kwon, MH Thames, JS Pang
ZDM 44 (3), 371-385, 2012
Coordinating mathematical and pedagogical perspectives in practice-based and discipline-grounded approaches to studying mathematical knowledge for teaching (K-8)
MH Thames
University of Michigan, 2009
Problematising evidence-based policy and practice
J Ridgway, JS Zawojewski, MN Hoover
Evaluation & Research in Education 14 (3-4), 181-192, 2000
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