Organization/Institution
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
- Park, H., & Magiera, M. T. (2019). Pre-service teachers’ conceptions of mathematical argumentation. In S. Otten, A. Candela, Z. deAraujo, C. Haines, & C. Munter (Eds.). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1264-1268). St Louis, MO: University of Missouri.*
- Zambak, V. S., & Magiera, M. T. (2018). Pre-service K-8 teachers’ professional noticing and strategy evaluation skills: An exploratory study. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), 1-19.*
- Magiera, M. T., van den Kieboom, L., & Moyer, J. C. (2013). An exploratory study of pre-service middle school teachers’ knowledge of algebraic thinking. Educational Studies in Mathematics, 84(1), 93-113.
- van den Kieboom, L., Magiera, M. T., & Moyer, J. (2014). Exploring the relationship between K-8 prospective teachers’ algebraic thinking proficiency and the questions they pose during algebraic thinking interviews: An exploratory study. Journal of Mathematics Teacher Education, 17(5), 429-461.
- Magiera, M. T., van den Kieboom, L., & Moyer, J. (2017). K-8 Pre-service teachers’ algebraic thinking: Exploring the habit of mind building rules to represent functions. Mathematics. Teachers Education and Development Journal, 19(2), 25-50.*