Daniel Chazan

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Patricio HerbstUniversity of MichiganVerified email at umich.edu
Michal YerushalmyProfessor Emerita of Mathematics EducationVerified email at edu.haifa.ac.il
Lawrence ClarkUniversity of Maryland, CfME@umVerified email at umd.edu
Shai OlsherUniversity of HaifaVerified email at edu.haifa.ac.il
Deborah Loewenberg BallUniversity of MichiganVerified email at umich.edu
Karl W. KoskoProfessor, Kent State UniversityVerified email at kent.edu
Orly BuchbinderUniversity of New HampshireVerified email at unh.edu
Hagit SelaLearning Sciences InternationalVerified email at learningsciences.com
Roza LeikinUniversity of HaifaVerified email at edu.haifa.ac.il
Michael WeissLecturer, University of MichiganVerified email at umich.edu
Dana Grosser-ClarksonCFME@UM, University of Maryland, Terrapin TeachersVerified email at umd.edu
Talli NachlieliLecturer & researcher, Levinsky College of EducationVerified email at levinsky.ac.il
Luc TroucheEmeritus professor at Ecole normale supérieure de LyonVerified email at ens-lyon.fr
ghislaine gueudetProfessor in Mathematics Education, Brest UniversityVerified email at espe-bretagne.fr
wendy rose aaronOregon State UniversityVerified email at oregonstate.edu
Chris RasmussenProfessor, Mathematics Education, San Diego State UniversityVerified email at mail.sdsu.edu
Nicolas BoileauUniversity of MichiganVerified email at umich.edu
Andrew BrantlingerUniversity of MarylandVerified email at umd.edu
Gloriana GonzalezUniversity of Illinois at Urbana-ChampaignVerified email at illinois.edu
Aisling LeavyMary Immaculate College - University of LimerickVerified email at mic.ul.ie

Daniel Chazan

Mullan Professor, CfME@UM, Department of Teaching & Learning, Policy & Leadership, U of Maryland

Verified email at umd.edu

mathematics education research on teaching secondary education


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
High school geometry students' justification for their views of empirical evidence and mathematical proof D Chazan Educational studies in mathematics 24 (4), 359-387, 1993	696	1993
Beyond being told not to tell D Chazan, D Ball For the learning of mathematics 19 (2), 2-10, 1999	554*	1999
Beyond formulas in mathematics and teaching: Dynamics of the high school algebra classroom D Chazan Teachers College Press, 2000	388	2000
Using comics-based representations of teaching, and technology, to bring practice to teacher education courses P Herbst, D Chazan, CL Chen, VM Chieu, M Weiss ZDM 43, 91-103, 2011	199	2011
Exploring the practical rationality of mathematics teaching through conversations about videotaped episodes: The case of engaging students in proving P Herbst, D Chazan For the learning of Mathematics 23 (1), 2-14, 2003	188	2003
Designing learning environments for developing understanding of geometry and space Routledge, 1998	175*	1998
On the instructional triangle and sources of justification for actions in mathematics teaching P Herbst, D Chazan ZDM 44, 601-612, 2012	171	2012
On appreciating the cognitive complexity of school algebra: Research on algebra learning and directions of curricular change D Chazan, M Yerushalmy A research companion to principles and standards for school mathematics, 123-135, 2003	161	2003
Studying the practical rationality of mathematics teaching: What goes into “installing” a theorem in geometry? P Herbst, T Nachlieli, D Chazan Cognition and Instruction 29 (2), 218-255, 2011	154	2011
Overcoming visual obstacles with the aid of the Supposer M Yerushalmy, D Chazan The Geometric Supposer, 25-56, 2013	149	2013
Research on practical rationality: Studying the justification of actions in mathematics teaching P Herbst, D Chazan The Mathematics Enthusiast 8 (3), 405-462, 2011	138	2011
E-textbooks in/for teaching and learning mathematics: A potentially transformative educational technology B Pepin, G Gueudet, M Yerushalmy, L Trouche, DI Chazan Handbook of international research in mathematics education, 636-661, 2015	136	2015
Algebra for all students?: The algebra policy debate D Chazan The Journal of Mathematical Behavior 15 (4), 455-477, 1996	130	1996
Animations of classroom interaction: Expanding the boundaries of video records of practice D Chazan, P Herbst Teachers College Record 114 (3), 1-34, 2012	93	2012
How might the use of technology in formative assessment support changes in mathematics teaching? S Olsher, M Yerushalmy, D Chazan For the learning of mathematics 36 (3), 11-18, 2016	91	2016
Research on the teaching of mathematics: A call to theorize the role of society and schooling in mathematics instruction D Chazan, P Herbst, L Clark Handbook of research on teaching 5, 1039-1097, 2016	91	2016
Charting a course for secondary geometry D Chazan, M Yerushalmy Designing learning environments for developing understanding of geometry and …, 2012	81	2012
Flux in school algebra: Curricular change, graphing technology, and research on student learning and teacher knowledge M Yerushalmy, D Chazan Handbook of international research in mathematics education, 725-755, 2002	81	2002
Introduction: PME special issue: Bodily activity and imagination in mathematics learning R Nemirovsky, M Borba, C Dimattia, F Arzarello, O Robutti, M Schnepp, ... Educational Studies in Mathematics, 303-321, 2004	79	2004
On teachers' mathematical knowledge and student exploration: A personal story about teaching a technologically supported approach to school algebra D Chazan International Journal of Computers for Mathematical Learning 4 (2-3), 121-149, 1999	72	1999

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