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Martina Metz
Martina Metz
Postdoctoral Scholar, Werklund School of Education, University of Calgary
Verified email at ucalgary.ca - Homepage
Title
Cited by
Cited by
Year
Researching mathematical experience from the perspective of an empathic second-person observer
ML Metz, ESM Simmt
ZDM 47 (2), 197-209, 2015
222015
Awareness as an enactivist framework for the mathematical learning of teachers, mentors and institutions
AP Preciado-Babb, M Metz, C Marcotte
ZDM 47, 257-268, 2015
192015
Digging beneath dual systems theory and the bicameral brain: Abductions about the human psyche from experience in mathematical problem solving
J Mason, M Metz
Understanding emotions in mathematical thinking and learning, 379-407, 2017
162017
Transcending contemporary obsessions: The development of a model for teacher professional development
P Preciado-Babb, M Metz, B Davis, S Sabbaghan
International Handbook of Mathematics Teacher Education: Volume 2, 361-390, 2019
142019
The role of continuous assessment and effective teacher response in engaging all students
P Preciado-Babb, M Metz, S Sabbaghan, B Davis
Mathematical discourse that breaks barriers and creates space for …, 2018
122018
Insights on the Relationships between Mathematics Knowledge for Teachers and Curricular Material.
P Preciado-Babb, M Metz, S Sabbaghan, B Davis
North American Chapter of the International Group for the Psychology of …, 2015
112015
One step back, three forward: Success through mediated challenge
M Metz, S Sabbaghan, AP Preciado Babb, B Davis
Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, 178-186, 2015
102015
Transcending Traditional/Reform Dichotomies in Mathematics Education.
M Metz, AP Preciado-Babb, S Sabbaghan, B Davis, G Pinchbeck, ...
North American Chapter of the International Group for the Psychology of …, 2016
92016
Dynamic responsive pedagogy: Implications of micro-level scaffolding
S Sabbaghan, AP Preciado Babb, M Metz, B Davis
Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, 198-207, 2015
92015
Teachers’ perceived difficulties for creating mathematical extensions at the border of students’ discernments
AP Preciado-Babb, A Aljarrah, S Sabbaghan, M Metz, G Pinchbeck, ...
Proceedings of the 38th annual meeting of the North American chapter of the …, 2016
72016
How variance and invariance can inform teachers’ enactment of mathematics lessons
P Preciado-Babb, M Metz, B Davis
Theory and practice of lesson study in mathematics: An international …, 2019
52019
A phenomenological study of teachers’ professional learning and their understanding of mathematics-for-teaching
AP Preciado-Babb, M Metz, C Marcotte
Proceedings of the First Meeting between the National Pedagogic University …, 2013
52013
Using variation to critique and adapt mathematical tasks
M Metz, P Preciado-Babb, S Sabbaghan, B Davis, A Ashebir
IDEAS, 170, 2017
32017
Designing for deep mathematical understanding: Reflections on the design and implementation of a framework for teachers
M Metz, P Preciado, C Marcotte
QUÉ, CÓMO Y POR QUÉ, 43, 2014
32014
Attending and responding to what matters: A protocol to enhance mathematics pedagogy
M Metz, P Preciado-Babb, S Sabbaghan, B Davis, A Ashebir
IDEAS, 180, 2017
22017
Teachers' awareness of variation
M Metz, AP Preciado Babb, S Sabbaghan, G Pinchbeck, A Aljarrah, ...
Proceedings of the IDEAS 2016 Conference, 182-191, 2016
22016
Interacting with implicit knowing in the mathematics classroom
ML Metz
22013
Procedural Steps, Conceptual Steps, and Critical Discernments: A Necessary Evolution of School Mathematics in the Information Age
M Metz, B Davis
Mathematics (Education) in the Information Age, 185-218, 2020
12020
The RaPID approach for teaching mathematics: An effective, evidence-based model
AP Preciado-Babb, M Metz, B Davis
Canadian Society for the Study of Education Annual Conference. Vancouver, BC …, 2019
12019
Transforming mathematics classroom settings into spaces of expanding possibilities
AAPPB Martina, MS Sabbaghan, GPB Davis
IDEAS 2016: Designing for Innovation Selected Proceedings, 162, 2016
12016
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