Rebecca Mitchell

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All published works

Action	Title	Year	Authors
+	How much does facilitation matter? Comparing externally and participant-facilitated, MQI-based video clubs	2020	Rebecca Mitchell Mary Beisiegel Johanna Barmore
+	The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features	2017	Mary Beisiegel Rebecca Mitchell Heather C. Hill
+ PDF Chat	South Korean Elementary Teachers’ Mathematical Knowledge for Teaching Numbers and Operations	2014	Rebecca Mitchell Hang Gyun Sihn Rina Kim
+	South Korean Elementary Teachers' Mathematics Teaching Efficacy Beliefs Implications for Educational Policy and Research	2014	Rina Kim Hang Gyun Sihn Rebecca Mitchell
+	Examining the task and knowledge demands needed to teach with representations	2013	Rebecca Mitchell Charalambos Y. Charalambous Heather C. Hill
+	Mathematics Teacher Educators' Perceptions and Use of Cognitive Research	2013	Elida V. Laski Todd D. Reeves Colleen M. Ganley Rebecca Mitchell
+	Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality	2012	Charalambos Y. Charalambous Heather C. Hill Rebecca Mitchell

Common Coauthors

Coauthor	Papers Together
Heather C. Hill	3
Mary Beisiegel	2
Charalambos Y. Charalambous	2
Rina Kim	2
Hang Gyun Sihn	2
Johanna Barmore	1
Todd D. Reeves	1
Colleen M. Ganley	1
Elida V. Laski	1

Commonly Cited References

Action	Title	Year	Authors	# of times referenced
+	Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study	2008	Heather C. Hill Merrie Blunk Charalambos Y. Charalambous Jennifer M. Lewis Geoffrey Phelps Laurie Sleep Deborah Loewenberg Ball	5
+	Content Knowledge for Teaching	2008	Deborah Loewenberg Ball Mark Hoover Geoffrey Phelps	3
+	Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement	2005	Heather C. Hill Brian Rowan Deborah Loewenberg Ball	2
+	Positives About Negatives: A Case Study of an Intermediate Model for Signed Numbers	1994	Baruch B. Schwarz Amy S. Kohn Lauren Β. Resnick	2
+ PDF Chat	Mathematics teachers learning with video: the role, for the didactician, of a heightened listening	2013	Alf Coles	2
+	A research companion to Principles and standards for school mathematics	2003	Jeremy Kilpatrick W. Gary Martin Deborah Schifter	2
+	Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide?	2005	Deborah Loewenberg Ball Heather C. Hill Hyman Bass	2
+	A Context for Integer Computation	2007	Jeff Gregg Diana Underwood Gregg	2
+	Indonesian primary teachers' mathematical knowledge for teaching geometry: implications for educational policy and teacher preparation programs	2011	Dicky Ng	2
+	Effects of Video Club Participation on Teachers' Professional Vision	2008	Miriam Gamoran Sherin Elizabeth A. van Es	1
+	Development of Mathematical Understanding	2007	David C. Geary	1
+	Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching	2012	Marvin E. Smith Susan Swars Auslander Stephanie Z. Smith Lynn C. Hart Regine Haardörfer	1
+	Folding back and the dynamical growth of mathematical understanding: Elaborating the Pirie–Kieren Theory	2008	Lyndon C. Martin	1
+	Cognitive arithmetic: A review of data and theory	1992	Mark H. Ashcraft	1
+	Preschoolers doing arithmetic: The concepts are willing but the working memory is weak.	2000	Juliette S. Klein Jeffrey Bisanz	1
+	The purpose, design and use of examples in the teaching of elementary mathematics	2008	Tim Rowland	1
+	A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics	2006	Raymond Duval	1
+	Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality	2012	Charalambos Y. Charalambous Heather C. Hill Rebecca Mitchell	1
+	Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability	2004	David C. Geary Mary K. Hoard Jennifer Byrd‐Craven M. Catherine DeSoto	1
+	To change or not to change: adapting mathematical knowledge for teaching (MKT) measures for use in Korea	2012	Minsung Kwon Mark Hoover Pang Jeongsuk	1
+	Early fraction calculation ability.	1999	Kelly S. Mix Susan C. Levine Janellen Huttenlocher	1
+	Using video for professional development: the role of the discussion facilitator	2012	Alf Coles	1
+	Talking about Rates Conceptually, Part II: Mathematical Knowledge for Teaching	1996	Alba G. Thompson Patrick W Thompson	1
+	Self learning of negative number concepts by lower division elementary students through solving computer-provided numerical problems	1995	Nira Hativa Dorit Cohen	1
+	Individual differences in conceptual and procedural knowledge when learning fractions.	2010	Darcy Hallett Terezinha Nuñes Peter Bryant	1
+	“Mathematical knowledge for teaching”: adapting U.S. measures for use in Ireland	2008	Seán Delaney Deborah Loewenberg Ball Heather C. Hill Stephen Schilling Deborah Zopf	1
+	Statistical Reasoning for the Behavioral Sciences	1990	Walter P. Vispoel Richard J. Shavelson	1
+	Impacting teachers’ understanding of geometric similarity: results from field testing of the Learning and Teaching Geometry professional development materials	2013	Nanette Seago Jennifer Jacobs Daniel J. Heck Courtney L. Nelson Kristen A. Malzahn	1
+	A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction	1996	Élizabeth Fennema Thomas P. Carpenter Megan L. Franke Linda Levi Victoria R. Jacobs Susan B. Empson	1
+	Mathematics-for-Teaching: an Ongoing Investigation of the Mathematics that Teachers (Need to) Know	2006	Brent Davis Elaine Simmt	1
+	A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs	2008	Susan Swars Auslander Stephanie Z. Smith Marvin E. Smith Lynn C. Hart	1
+	On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin	1991	Anna Sfard	1
+	Mathematical Knowledge for Teaching Fraction Multiplication	2008	Andrew Izsák	1
+	Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship	2012	Charalambos Y. Charalambous Heather C. Hill	1
+	Strategy choice procedures and the development of multiplication skill.	1988	Robert S. Siegler	1
+	Can Curriculum Materials Support Teachers' Learning? Two Fourth-Grade Teachers' Use of a New Mathematics Text	2000	Janine Remillard	1
+	Preverbal and verbal counting and computation	1992	C. R. Gallistel Rochel Gelman	1
+	The practice of mathematics	1989	Yvette Solomon	1
+	Problem Implementation as a Lever for Change: An Experimental Study of the Effects of a Professional Development Program on Students’ Mathematics Learning	2010	Rossella Santagata Nicole Kersting Karen B. Givvin James W. Stigler	1
+	Supporting Preservice Teachers' Understanding of Place Value and Multidigit Arithmetic	2003	Kay McClain	1
+	Is 27 a Big Number? Correlational and Causal Connections Among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison	2007	Elida V. Laski Robert S. Siegler	1
+ PDF Chat	The development of strategy use in elementary school children: Working memory and individual differences	2006	Ineke Imbo André Vandierendonck	1
+	Implications of Cognitive Science Research for Mathematics Education	2003	Robert S. Siegler	1
+	Teachers' Mathematics Knowledge for Teaching and School Context	2007	Heather C. Hill Sarah Theule Lubienski	1
+	Elementary and Middle School Mathematics: Teaching Developmentally	2010	John A. Van de Walle Karen S. Karp Jennifer M. Bay-Williams	1
+	The Work of Steering Instruction Toward the Mathematical Point	2012	Laurie Sleep	1
+	How Psychological Science Informs the Teaching of Reading	2001	Keith Rayner Barbara R. Foorman Charles A. Perfetti David Pesetsky Mark S. Seidenberg	1
+	Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards	1996	Susan Loucks‐Horsley	1
+	You?ll see what you mean: Students encode equations based on their knowledge of arithmetic	2004	N MCNEIL	1
+	SCADS: A Model of Children's Strategy Choices and Strategy Discoveries	1998	Jeff Shrager Robert S. Siegler	1