# Items where School is "University of East Anglia > Faculty of Social Sciences > Research Groups > Research in Mathematics Education

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- University of East Anglia (48285)

**17**.

## C

Cockburn, Anne (2013) *Headteachers, Mediocre Colleagues and the Challenges of Educational Leadership:Reflections on Teacher Quality.* Palgrave Macmillan. ISBN 9781137311887

Cockburn, Anne D. (2000) *Elementary teachers' needs:issues of retention and recruitment.* Teaching and Teacher Education, 16 (2). pp. 223-238. ISSN 0742-051X

Cockburn, Anne D. (1996) *Primary teachers' knowledge and acquisition of stress relieving strategies.* British Journal of Educational Psychology, 66 (3). pp. 399-410. ISSN 0007-0998

## G

González-Martín, Alejandro S., Nardi, Elena and Biza, Irene (2018) *From resource to document: Scaffolding content and organising student learning in teachers’ documentation work on the teaching of series.* Educational Studies in Mathematics, 98 (3). 231–252. ISSN 1573-0816

## L

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

## N

Nardi, Elena, Biza, Irene, González-Martín, Alejandro S., Gueudet, Ghislaine and Winsløw, Carl (2014) *Institutional, sociocultural and discursive approaches to research in university mathematics education.* Research in Mathematics Education, 16 (2). pp. 91-94. ISSN 1479-4802

Nardi, Elena, Ryve, Andreas, Stadler, Erika and Viirman, Olov (2014) *Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of Calculus.* Research in Mathematics Education, 16 (2). pp. 182-198. ISSN 1479-4802

## R

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, T. and Zazkis, R. (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, 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, 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

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

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

## S

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