Items where Author is "Rowland, Tim"

Published

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

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

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

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 (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

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