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The role of mathematics teachers' previous professional experiences in their collaborative sensemaking: An ecological perspective
Ehrenfeld N. (2023), Journal of Mathematics Teacher Education
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Using monitoring traces to support teacher sensemaking about groupwork monitoring routines
Ehrenfeld N., Horn I. & Jasien L. (2023), American Educational Research Association (AERA 2023).
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Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning
Buenrostro P. & Ehrenfeld N. (2023), Educational Studies in Mathematics. 114, p. 199-221
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Meaningful professional development: A learning sciences perspective
Horn I., Marshall S., Chen G. A., Ehrenfeld N., Garner B., Jasien L., Metts E. & McGugan K. S. (2023), Handbook of Education Policy Research. Vol. 2.
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Using the adaptive cycles framework to conceptualize the temporal dimension of teacher learning
Ehrenfeld N. & Stengel B. (2023), Proceedings of the International Conference of the Learning Sciences. Charles E. S. & Slotta J. D. (eds.). p. 433-440
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Where (or who) is the mathematics in socio-ecological mathematics education research?
Chen G. A. & Ehrenfeld N. (2023), Proceedings of the ICMI Symposium on Mathematics Education and the Socio-Ecological. p. 119-121