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Jason Cooper
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Fast perfect-information leader-election protocol with linear immunity
J Cooper, N Linial
Proceedings of the twenty-fifth annual ACM symposium on Theory of Computing …, 1993
431993
Mathematical discourse for teaching: A discursive framework for analyzing professional development
J Cooper
Proceedings of the 38th Conference of the International Group for the …, 2014
322014
Boundary objects in mathematics education and their role across communities of teachers and researchers in interaction
O Robutti, G Aldon, A Cusi, S Olsher, M Panero, J Cooper, P Carante, ...
International handbook of mathematics teacher education: Volume 3, 211-240, 2019
302019
Can teachers and mathematicians communicate productively? The case of division with remainder
J Cooper, R Karsenty
Journal of Mathematics Teacher Education 21, 237-261, 2018
242018
Bridging incommensurable discourses–A commognitive look at instructional design in the zone of proximal development
J Cooper, I Lavie
The Journal of Mathematical Behavior 61, 100822, 2021
222021
Didactic metadata informing teachers’ selection of learning resources: Boundary crossing in professional development
J Cooper, S Olsher, M Yerushalmy
Journal of Mathematics Teacher Education 23 (4), 363-384, 2020
222020
Implementation of problem solving in school: From intended to experienced
B Koichu, J Cooper, M Widder
Implementation and Replication Studies in Mathematics Education 2 (1), 76-106, 2022
162022
Mathematicians and primary school teachers learning from each other
J Cooper, A Arcavi
European Mathematical Society Magazine, 46-51, 2018
122018
Mathematicians and elementary school mathematics teachers-meetings and bridges
J Cooper, A Arcavi
Proficiency and Beliefs in Learning and Teaching Mathematics, 179-200, 2013
112013
Mathematicians and teachers sharing perspectives on teaching whole number arithmetic: Boundary-crossing in professional development
J Cooper
ZDM 51 (1), 69-80, 2019
102019
In the pursuit of relevance–Mathematicians designing tasks for elementary school teachers
A Pinto, J Cooper
International Journal of Research in Undergraduate Mathematics Education 3 …, 2017
102017
A mathematics educator and a mathematician co-teaching mathematics–affordances for teacher education
J Cooper, O Zaslavsky
CERME 10, 2017
102017
The road not taken—Investigating affordances of infinitesimal calculus for enriching the repertoire of secondary mathematics teachers
A Pinto, J Cooper
International Journal of Research in Undergraduate Mathematics Education 8 …, 2022
92022
Diversity in curriculum committees: Challenges and opportunities for cross-community collaboration
A Pinto, J Cooper
International Commission on Mathematics Instruction (ICMI), 2018
72018
The what and why of whole number arithmetic: Foundational ideas from history, language and societal changes
XH Sun, C Chambris, J Sayers, MK Siu, J Cooper, JL Dorier, ...
Building the foundation: Whole numbers in the primary grades: The 23rd ICMI …, 2018
72018
In the pursuit of impact: Design and practice of three innovative professional development programs for mathematics teachers
J Cooper, B Koichu
Long-term Research and Development in Science Education, 333-359, 2021
62021
Reflecting on didactic metadata of learning sequences
J Cooper, S Olsher, M Yerushalmy
Proceedings of the re (s) sources 2018 international conference, 191-194, 2018
62018
Growth of mathematical knowledge for teaching–The case of long division
J Cooper
CERME 9-ninth congress of the European society for research in mathematics …, 2015
62015
Teachers' beliefs about knowledge for teaching–an indirect approach
J Cooper, I Touitou
Eighth congress of the European society for research in mathematics …, 2013
52013
“This cannot be”—refutation feedback and its potential affordances for proof comprehension
A Pinto, J Cooper
Educational Studies in Mathematics, 1-20, 2022
42022
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