Mathematical Content Understanding for Teaching: A Study of Undergraduate STEM Majors

ISSN Print: 2151-4755
ISSN Online: 2151-4771
www.scirp.org/journal/ce
E-mail: ce@scirp.org

Citations

"Mathematical Content Understanding for Teaching: A Study of Undergraduate STEM Majors"
written by Xiaoxia A. Newton, Rebecca C. Poon,
published by Creative Education, Vol.6 No.10, 2015

has been cited by the following article(s):

[1]	Pedagogical Content Knowledge of Mathematics Teachers: A Focus on Identifying and Correcting Sources of Students' Misconceptions in Linear Programming
	… International Journal of …, 2022

[2]	Conceptualizaciones de la pendiente en el currículum de matemáticas en Cuba.
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[3]	Building undergraduate STEM majors' capacity for delivering inquiry-based mathematics and science lessons: An exploratory evaluation study
	2020

[4]	The content knowledge mathematics teachers need
	Mathematics Matters in Education, 2018

[5]	Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like?
	Improving Teacher Knowledge in K-12 Schooling, 2018

[6]	Undergraduate STEM Majors' Understanding of Slope
	Improving Teacher Knowledge in K-12 Schooling, 2018

[7]	Pre-S EM Majors' Understanding of Slope According to Common Core Mathematics Standards: An Exploratory Study
	2015

[8]	Pre-service STEM majors understanding of slope according to common core mathematics standards: An exploratory study
	Global Journal of Human-Social Science, 2015

[1]	Building undergraduate STEM majors’ capacity for delivering inquiry-based mathematics and science lessons: An exploratory evaluation study Studies in Educational Evaluation, 2020 DOI:10.1016/j.stueduc.2019.100833

[2]	Improving Teacher Knowledge in K-12 Schooling 2018 DOI:10.1007/978-3-319-71207-9_4

[3]	Improving Teacher Knowledge in K-12 Schooling 2018 DOI:10.1007/978-3-319-71207-9_6

[4]	Improving Teacher Knowledge in K-12 Schooling 2018 DOI:10.1007/978-3-319-71207-9_1

[5]	Mathematics Matters in Education Advances in STEM Education, 2018 DOI:10.1007/978-3-319-61434-2_4