Chandra Orrill
Chandra Orrill
Professor, Mathematics Education
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Cited by
Cited by
Design-based research: An emerging paradigm for educational inquiry
Design-Based Research Collective
Educational Researcher 32 (1), 5-8, 2003
Supporting online PBL: Design considerations for supporting distributed problem solving
CH Orrill
Distance Education 23 (1), 41-57, 2002
Building technology-based, learner-centered classrooms: The evolution of a professional development framework
CH Orrill
Educational Technology Research and Development 49 (1), 15-34, 2001
Learning objects to support inquiry-based, online learning
CH Orrill
The instructional use of learning objects 25, 2002
Measuring mathematical knowledge for teaching fractions with drawn quantities
A Izsák, E Jacobson, Z de Araujo, CH Orrill
Journal for Research in Mathematics Education 43 (4), 391-427, 2012
Making sense of double number lines in professional development: Exploring teachers’ understandings of proportional relationships
CH Orrill, RE Brown
Journal of Mathematics Teacher Education 15 (5), 381-403, 2012
Measuring middle grades teachers' understanding of rational numbers with the mixture Rasch model
A Izsák, CH Orrill, AS Cohen, RE Brown
The Elementary School Journal 110 (3), 279-300, 2010
TM Duffy, C Orrill
Educational technology, an encyclopedia. Santa Barbara, California: ABC-CLIO, 2001
Mathematics teachers' reasoning about fractions and decimals using drawn representations
SJ Lee, RE Brown, CH Orrill
Mathematical Thinking and Learning 13 (3), 198-220, 2011
Disciplined inquiry and the study of emerging technology
CH Orrill, MJ Hannafin, EM Glazer
Handbook of research on educational communications and technology 2, 335-353, 2004
Implementing Reform Curriculum: A Case of Who's in Charge.
CH Orrill, HG Anthony
What learner-centered professional development looks like: The pilot studies of the InterMath professional development project
CH Orrill
The Mathematics Educator 16 (1), 2006
Integrating technology into teaching: The technology and learning continuum
A Recesso, C Orrill
Houghton Mifflin, 2008
Engaging students through technology
AK Erbas, S Ledford, D Polly, CH Orrill
Mathematics Teaching in the Middle School 9 (6), 300-305, 2004
Middle school teachers’ knowledge of proportional reasoning for teaching
J Lobato, C Orrill, B Druken, E Jacobson
Annual Meeting of the American Educational Research Association (AERA), New …, 2011
Developing technological pedagogical and content knowledge (TPACK) through professional development focused on technology-rich mathematics tasks
D Polly, C Orrill
Meridian 15, 2012
Understanding a teacher's reflections: A case study of a middle school mathematics teacher
NY Kwon, CH Orrill
School Science and Mathematics 107 (6), 246-257, 2007
Building learner-centered classrooms: A professional development framework for supporting critical thinking
CH Orrill
Educational Technology Research and Development 49 (1), 15-34, 2001
Promoting problem solving across geometry and algebra by using technology
AK Erbas, SD Ledford, CH Orrill, D Polly
The Mathematics Teacher 98 (9), 599-603, 2005
Designing professional development to support teachers’ TPACK in elementary school mathematics
D Polly, CH Orrill
Handbook of technological pedagogical content knowledge (TPACK) for …, 2016
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