Organization/Institution
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
- Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2019) Preservice teachers’ noticing in the context of 360 video. In the S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter for the Psychology of Mathematics Education (pp. 1167-1171). St. Louis, MO: University of Missouri.*
- Kosko, K. W., & Herbst, P. G. (2012). A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk. Teaching and Teacher Education, 28(4), 589-598.*
- Estapa, A., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z., & Aming-Attai, R. (2018). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415.*
- Weston, T., Kosko, K. W., Amador, J., & Estapa, A. (2018). Prospective teachers’ questioning: Comparing platforms for practice-based teacher education. Journal of Technology and Teacher Education, 26(1), 149-172.*
- Kosko, K. W., Rougee, A., & Herbst, P. (2014). What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom? Mathematics Education Research Journal, 26(3), 459-476.*