Cosette Crisan
Cited by
Cited by
Mathematics and ICT: A framework for conceptualising secondary school mathematics teachers’ classroom practices
C Crisan, S Lerman, P Winbourne
Technology, Pedagogy and Education 16 (1), 21-39, 2007
Teacher learning and continuous professional development
F Faulkner, J Kenny, C Campbell, C Crisan
Examining the Phenomenon of “Teaching Out-of-field” International …, 2019
Engagement discourses, relationality and the student voice: connectedness, questioning and inclusion in post-Covid digital practices
L Gourlay, K Campbell, L Clark, C Crisan, E Katsapi, K Riding, I Warwick
Journal of Interactive Media in Education 1, 2021
Teaching out-of-field internationally
A Price, C Vale, R Porsch, E Rahayu, F Faulkner, MN Ríordáin, C Crisan, ...
Examining the Phenomenon of “Teaching Out-of-field” International …, 2019
Teachers of mathematics to mathematics teachers: a TDA Mathematics Development Programme for Teachers
C Crisan, M Rodd
British Society for the Learning of Mathematics 31, 29-34, 2011
Mathematics teachers’ learning about and incorporation of ICT into classroom practices
C Crisan
Proceedings of the day conference held on 12 (1), 15-20, 2004
Indonesian mathematics teachers' knowledge of content of area and perimeter of rectangle
W Yunianto, P Rully Charitas Indra, C Crisan
Journal on Mathematics Education 12 (2), 223-238, 2021
Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity.
C Crisan, M Rodd
Mathematics Teacher Education and Development 19 (2), 104-122, 2017
Talking the talk… but walking the walk? How do non-specialist mathematics teachers come to see themselves as mathematics teachers?
C Crisan, M Rodd
Proceedings and Agenda for Research and Action from the 1st Teaching Across …, 2014
Subject-specific demands of teaching: Implications for out-of-field teachers
C Crisan, L Hobbs
Examining the Phenomenon of “Teaching Out-of-field” International …, 2019
Mathematics Mastery: Secondary Evaluation Report.
J Jerrim, H Austerberry, C Crisan, A Ingold, C Morgan, D Pratt, C Smith, ...
Education Endowment Foundation, 2015
In-service courses for teachers of mathematics: identity, equity and mathematics
M Rodd, C Crisan
Equity and Quality in Education Conference Beijing Normal University, 22-24, 2012
University students’ engagement with an asynchronous online course on digital technologies for mathematical learning
E Geraniou, C Crisan
Freudenthal Group, Utrecht University and ERME, 2019
The interaction between the use of ICT and Mathematics teachers’ professional knowledge base for teaching
C Crisan
Research in Mathematics Education 3 (1), 87-100, 2001
STACKification: automating assessments in tertiary mathematics
B Davies, T Smart, E Geraniou, C Crisan
Twelfth Congress of the European Society for Research in Mathematics …, 2022
Learning about what research is and how researchers do it: Supporting the pursuit of and transition to postgraduate studies
C Crisan, E Geraniou, A Townsend, S Seriani, P De Oliveira Filho
Unpublished manuscript. Retrieved 31 (09), 2018, 2018
first year engineering mathematics: the London south bank university experience
C Crisan, L Fradkin, V Zernov, S Lerman
MSOR Connections 10 (1), 35-39, 2010
Learning from the pandemic: Capitalising on opportunities and overcoming challenges for mathematics teaching and learning practices with and through technology
C Crisan, N Bretscher, A Clark-Wilson, E Geraniou, A Neate, C Shore
BSRLM 41, 2021
The case of the square root: Ambiguous treatment and pedagogical implications for prospective mathematics teachers
C Crisan
British Society for Research into Learning Mathematics 8, 75-82, 2014
What Is the Square Root of Sixteen? Is This the Question?.
C Crisan
Mathematics Teaching 230, 21-22, 2012
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