| Title |
Effects of a coding intervention on what teachers learn to notice during whole-group discussion
|
|---|---|
| Published in |
Journal of Mathematics Teacher Education, January 2012
|
| DOI | 10.1007/s10857-012-9207-2 |
| Authors |
Jimmy Scherrer, Mary Kay Stein |
Mendeley readers
The data shown below were compiled from readership statistics for 66 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 2% |
| Colombia | 1 | 2% |
| Bulgaria | 1 | 2% |
| Unknown | 63 | 95% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 18 | 27% |
| Student > Doctoral Student | 8 | 12% |
| Professor > Associate Professor | 6 | 9% |
| Student > Master | 6 | 9% |
| Student > Postgraduate | 5 | 8% |
| Other | 14 | 21% |
| Unknown | 9 | 14% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 30 | 45% |
| Mathematics | 19 | 29% |
| Arts and Humanities | 2 | 3% |
| Psychology | 2 | 3% |
| Computer Science | 2 | 3% |
| Other | 0 | 0% |
| Unknown | 11 | 17% |