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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
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
342019
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
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
252021
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
242020
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
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
182022
Mathematicians and teachers sharing perspectives on teaching whole number arithmetic: Boundary-crossing in professional development
J Cooper
ZDM 51 (1), 69-80, 2019
142019
Mathematicians and primary school teachers learning from each other
J Cooper, A Arcavi
European Mathematical Society Magazine, 46-51, 2018
122018
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
122017
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
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
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
82018
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
72021
Diversity in curriculum committees: Challenges and opportunities for cross-community collaboration
A Pinto, J Cooper
International Commission on Mathematics Instruction (ICMI), 2018
72018
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
“This cannot be”—refutation feedback and its potential affordances for proof comprehension
A Pinto, J Cooper
Educational Studies in Mathematics, 1-20, 2022
52022
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
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