Items where Author is "Rowland, Tim"

Article

Rowland, Tim, Thwaites, Anne and Jared, Libby (2015) Triggers of contingency in mathematics teaching. Research in Mathematics Education, 17 (2). pp. 74-91. ISSN 1479-4802

Rowland, Tim (2015) Teacher learning provoked by teaching: equal-area triangles. Tangenten, 2. pp. 43-48.

Salehmohamed, Asifa and Rowland, Tim (2014) Whole-class interactions and code-switching in secondary mathematics teaching in Mauritius. Mathematics Education Research Journal, 26 (3). pp. 555-577. ISSN 1033-2170

Rowland, Tim, Turner, Fay and Thwaites, Anne (2014) Research into teacher knowledge: a stimulus for development in mathematics teacher education practice. ZDM-Mathematics Education, 46 (2). pp. 317-328. ISSN 1863-9690

Rowland, Tim (2013) The Knowledge Quartet: The genesis and application of a framework for analysing mathematics teaching and deepening teachers’ mathematics knowledge. Sisyphus: Journal of Education, 1 (3). ISSN 2182-8474

Rowland, Tim and Zazkis, Rina (2013) Contingency in the mathematics classroom: Opportunities taken and opportunities missed. Canadian Journal of Science, Mathematics and Technology Education, 13 (2). pp. 137-153. ISSN 1492-6156

Rowland, T. (2012) Contrasting knowledge for elementary and secondary mathematics teaching. For the Learning of Mathematics, 32 (1). pp. 16-21. ISSN 0228-0671

Rowland, T. (2008) The purpose, design and use of examples in the teaching of elementary mathematics. Educational Studies in Mathematics, 69 (2). pp. 149-163. ISSN 0013-1954

Rowland, Tim and Hatch, Gill (2007) Learning to teach? The assistant lecturer in Colleges of Education 1960–75. History of Education, 36 (1). pp. 65-88. ISSN 0046-760X

Rowland, Tim and Turner, Fay (2007) Developing and using the ‘Knowledge Quartet’: A framework for the observation of mathematics teaching. The Mathematics Educator, 10 (1). pp. 107-123.

Rowland, Tim, Huckstep, Peter and Thwaites, Anne (2005) Elementary teachers’ mathematics subject knowledge: the knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8 (3). pp. 255-281. ISSN 1386-4416

Book Section

Even, Ruhama, Yang, Xinrong, Buchholtz, Nils, Charalambous, Charalambos and Rowland, Tim (2017) Topic Study Group No. 46: Knowledge in/for Teaching Mathematics at the Secondary Level. In: Proceedings of the 13th International Congress on Mathematical Education. Proceedings of the 13th International Congress on Mathematical Education . Springer, pp. 589-592. ISBN 978-3-319-62597-3

Lin, Fou-Lai and Rowland, Tim (2016) Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development. In: The Second Handbook of Research on the Psychology of Mathematics Education. Springer, pp. 483-520. ISBN 978-94-6300-561-6

Turner, Fay and Rowland, Tim (2011) The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers' Mathematics Knowledge. In: Mathematical Knowledge in Teaching. Springer, Dordrecht, pp. 195-212. ISBN 978-90-481-9765-1

Rowland, Tim (2008) Researching teachers’ mathematics disciplinary knowledge. In: The Handbook of Mathematics Teacher Education: Volume 1. Sense Publishers, pp. 273-298. ISBN 9789087905415

Rowland, Tim (2007) ‘Well Maybe Not Exactly, but It’s Around Fifty Basically?’: Vague Language in Mathematics Classrooms. In: Vague Language Explored. Springer, pp. 79-96. ISBN 978-1-349-54197-3

Book

Rowland, Tim (2011) Mathematical Knowledge in Teaching. Mathematics Education Library . Springer. ISBN 978-90-481-9765-1

Rowland, Tim, Turner, Fay, Thwaites, Anne and Huckstep, Peter (2009) Developing Primary Mathematics Teaching:Reflecting on Practice with the Knowledge Quartet. Sage Publications. ISBN 9781412948487