Jill Adler
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South African professor of mathematics education
Jill Adler's AcademicInfluence.com Rankings
Jill Adlermathematics Degrees
Mathematics
#7590
World Rank
#10292
Historical Rank
Measure Theory
#3561
World Rank
#4202
Historical Rank
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Education Mathematics
Jill Adler's Degrees
- Bachelors Mathematics University of Cape Town
- Bachelors Mathematics Education University of Cape Town
- Masters Mathematics Education University of Cape Town
- PhD Mathematics Education University of Cape Town
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Why Is Jill Adler Influential?
(Suggest an Edit or Addition)According to Wikipedia, Jillian Beryl Adler née Smidt is a South African Professor of Mathematics education at the University of the Witwatersrand and the President of the International Commission on Mathematical Instruction . Adler's work has focused on the teaching and learning of mathematics particularly in multilingual classrooms.
Jill Adler's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- Teaching Mathematics in Multilingual Classrooms (2008) (337)
- Between languages and discourses: Language practices in primary multilingual mathematics classrooms in South Africa (2000) (317)
- Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa (2002) (312)
- Reflections on an Emerging Field: Researching Mathematics Teacher Education (2005) (276)
- Conceptualising Resources as a Theme for Teacher Education (2000) (255)
- Opening Another Black Box: Researching Mathematics for Teaching in Mathematics Teacher Education. (2006) (229)
- Challenges of teacher development: an investigation of take-up in South Africa (153)
- A Language of Teaching Dilemmas: Unlocking the Complex Multilingual Secondary Mathematics (1998) (145)
- The dilemma of transparency: Seeing and seeing through talk in the mathematics classroom (1999) (113)
- Teachers as Researchers in Mathematics Education (1996) (73)
- A Framework for Describing Mathematics Discourse in Instruction and Interpreting Differences in Teaching (2015) (61)
- Situated cognition and the learning of mathematics (1998) (60)
- A Participatory-Inquiry Approach And The Mediation Of Mathematical Knowledge In A Multilingual Classroom (1997) (58)
- Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics? (2015) (52)
- Troubling “understanding mathematics in-depth”: Its role in the identity work of student-teachers in England (2013) (51)
- Mathematics for teaching: What is it and why is it important that we talk about it? (2005) (49)
- Coherence and connections in teachers’ mathematical discourses in instruction (2012) (38)
- Getting the Description Right and Making It Count: Ethical Practice in Mathematics Education Research (2003) (37)
- Dilemmas and a Paradox--Secondary Mathematics Teachers' Knowledge of Their Teaching in Multilingual Classrooms. (1995) (37)
- Mathematics and science teacher education in South Africa: A review of research, policy and practice in times of change (2009) (37)
- Researching mathematics education in South Africa: perspectives, practices and possibilities (2005) (35)
- Mathematics for teaching: observations from two case studies (2008) (32)
- Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teaching (2011) (32)
- Research for Educational Change: Transforming researchers' insights into improvement in mathematics teaching and learning (2016) (28)
- An Investigation into Mathematics for Teaching: Insights from a case (2007) (27)
- Mathematics and science education research, policy and practice in South Africa: What are the relationships? (2009) (27)
- Knowledge resources in and for school mathematics teaching (2011) (24)
- Multilingualism in mathematics classrooms: global perspectives (2010) (24)
- Components of Mathematics Teacher Training (2009) (23)
- Professionalism in process: mathematics teacher as researcher from a South African perspective (1997) (22)
- Expanding the foci of activity theory: accessing the broader contexts and experiences of mathematics education reform (2008) (20)
- Mathematical knowledge for teaching : adding to the description through a study of probability in practice (2006) (18)
- Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England (2014) (18)
- THE SOCIAL PRODUCTION OF MATHEMATICS FOR TEACHING (2008) (17)
- Learners’ errors in secondary algebra: Insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test (2016) (15)
- A methodology for studying mathematics for teaching (2009) (15)
- Teachers as researchers: Placing mathematics at the core (2011) (14)
- Public Writing in the Field of Mathematics Teacher Education (2009) (13)
- CULTURAL DIVERSITY AND THE LEARNER'S PERSPECTIVE: ATTENDING TO VOICE AND CONTEXT (2006) (13)
- Evaluation as key to describing the enacted object of learning (2015) (11)
- A critical discourse analysis of practical problems in a foundation mathematics course at a South African university (2016) (11)
- Mathematics Education Research in South Africa 2007–2015: Review and Reflection (2017) (11)
- Mathematics for teaching matters (2010) (10)
- Re-sourcing Mathematics teaching through professional development (2010) (10)
- Towards democratic mathematics education in South Africa (1988) (10)
- Identity resources and mathematics teaching identity: an exploratory study (2019) (10)
- Widening the lens — changing the focus: Researching and describing language practices in multilingual classrooms in South Africa (2004) (10)
- Mathematics education in South Africa (2016) (10)
- Mathematics teachers in the South African transition (1994) (9)
- Sociological tools in the study of knowledge and practice in mathematics teacher education (2014) (9)
- Mathematics Discourse in Instruction (MDI): A Discursive Resource as Boundary Object Across Practices (2017) (9)
- Recontexualising items that measure mathematical knowledge for teaching into scenario based interviews: an investigation (2012) (9)
- The institutional location of research in Mathematics and Science Education in South Africa (2009) (8)
- Lessons From and In Curriculum Reform Across Contexts (2001) (8)
- Levering change: the contributory role of a mathematics teaching framework (2021) (8)
- Using concept mapping to explore student understanding and experiences of school mathematics (2003) (8)
- Disaggregating a Mathematics Teacher’s Pedagogical Design Capacity (2018) (8)
- Policy and the standards debate: mapping changes in assessment in mathematics (2016) (7)
- Mathematical Discourse in Instruction matters (2016) (7)
- Fine-Tuning a Language of Description for Mathematics Items which Incorporate the Everyday (2006) (6)
- Pedagogical Content Knowledge in Mathematics Education (2014) (6)
- Mining Mathematics in Textbook Lessons (2017) (6)
- Interpretations of, and orientations to, "understanding mathematics in depth": students in MEC programmes across institutions (2009) (6)
- A Case of Lesson Study in South Africa (2019) (6)
- Mathematics in mathematics education (2017) (5)
- Secondary school teachers' knowledge of the dynamics of teaching and learning mathematics in multilingual classrooms (2016) (5)
- Newspaper-based mathematics for adults in South Africa (1988) (5)
- Operationalising Wenger’s Communities of Practice Theory for Use in Multilingual Mathematics Teacher Education Contexts (2016) (3)
- Mathematics for teaching and deep subject knowledge (2013) (3)
- Learning about mathematics teaching and learning from studying rituals and ritualization? A commentary (2019) (3)
- Exemplifying with Variation and Its Development in Mathematics Teacher Education (2019) (3)
- Turning Mathematical Knowledge for Teaching Social (2015) (2)
- Special Issue: Knowing and Using Mathematics for Teaching (2009) (2)
- Researching mathematics teacher education: The QUANTUM project and its progress (2005) (2)
- Learning about mathematics teaching and learning from studying rituals and ritualization? A commentary (2019) (2)
- Otherness in mathematics education (2018) (2)
- A meta-level reflection on dialogue between discourses EINAT HEYD-METZUYANIM (2016) (2)
- Setting the scene: School M, Mr T, the lesson and the data (2016) (1)
- Subject Matter Knowledge Within “Mathematical Knowledge for Teaching” (2020) (1)
- Content and context specificity matter in the ‘how’ of language-responsive mathematics teacher professional development (2021) (1)
- What is mathematics teaching talk for? A response based on three sites of practice in mathematics education (2022) (1)
- Intervening in the Learning and Teaching of Numeracy in Contexts of Poverty (2017) (1)
- Trajectory into mathematics teaching via an alternate route: a survey of graduates from Mathematics Enhancement Courses (2014) (1)
- Conceptualizing teachers’ interactions with resources in crossing languages and cultures (2023) (1)
- Topic Study Group No. 50: In-Service Education, and Professional Development of Secondary Mathematics Teachers (2017) (1)
- Alive and well: A review of reviews of Mathematics Education Research in Australasia (1998) (1)
- Revisiting School Mathematics in Pre-service Secondary Teacher Education: Purposes, Opportunities and Challenges (2021) (0)
- Researching and Doing Professional Development Using a Shared Discursive Resource and an Analytic Tool. (2015) (0)
- A critical discourse analysis of practical problems in a foundation mathematics course at a South African university (2015) (0)
- Editorial (2009) (0)
- Metadata of the chapter that will be visualized online Chapter Title Turning Mathematical Knowledge for Teaching Social (2016) (0)
- THE U.S. SUPREME COURT'S "HARMLESS ERROR": AN ESSAY ON ARIZONA v. FULMINANTE (1991) (0)
- Professional Knowledge Matters in Mathematics Teaching (2011) (0)
- From defining as assertion to defining as explaining meaning: teachers' learning through theory-informed lesson study (2022) (0)
- The Researcher in the Wider Community (2016) (0)
- Mediating Mathematics in Instruction (2020) (0)
- Mathematical Practices In And Across School Contexts (2007) (0)
- Pedagogical Content Knowledge Within “Mathematical Knowledge for Teaching” (2019) (0)
- COLLABORATIONS BETWEEN TEACHERS AND WITH ACADEMICS IN AN IREM GROUP ON A COLLABORATIVE PROBLEM-SOLVING DEVICE (0)
- Subject Matter Knowledge Within ‘Mathematical Knowledge for Teaching’ (2019) (0)
- South Africa: A Summary of School Curriculum Development in South Africa and the Implications for School Mathematics (2006) (0)
- Identity resources and mathematics teaching identity: an exploratory study (2019) (0)
- Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England (2013) (0)
- JILL ADLER A PARTICIPATORY-INQUIRY APPROACH AND THE MEDIATION OF MATHEMATICAL KNOWLEDGE IN A MULTILINGUAL CLASSROOM1 (1997) (0)
- Mathematical Discourse in Instruction in Large Classes (2017) (0)
- BOOK REVIEWS (2010) (0)
- The Hans Freudenthal Medal for 2015 goes to Jill ADLER, University of the Witwatersrand, Johannesburg, South Africa (2015) (0)
- Mining Mathematics in Textbook Lessons (2016) (0)
- RESEARCH AND MATHS TEACHER EDUCATION IN TEN YEARS OF SAARMSTE: TRENDS AND CHALLEN GES (2016) (0)
- Mathematics as filter of equity - an 'old' story and a new telling : response to Michael Kahn : a class act - mathematics as filter of equity in South Africa's schools : conversations (2005) (0)
- Troubling “understanding mathematics in-depth”: Its role in the identity work of student-teachers in England (2013) (0)
- Revisiting School Mathematics in Pre-service Secondary Teacher Education: Purposes, Opportunities and Challenges (2021) (0)
- Sociological tools in the study of knowledge and practice in mathematics teacher education (2012) (0)
- The why, what and how of working with exemplification in mathematics teacher education (2019) (0)
- Mathematics Mediational Means and Learner Centredness: Insights from ‘traditional’ Malawian Secondary School Geometry Lessons (2022) (0)
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What Schools Are Affiliated With Jill Adler?
Jill Adler is affiliated with the following schools:
