Alison Castro Superfine

Author

University of Illinois Chicago ORCID

Also Known As

Alison Castro Superfine, Alison Superfine

Publications

510

Citations

H-Index

Concepts

All Affiliations

University of Illinois Chicago University of Idaho

About

Alison Castro Superfine is an author at University of Illinois Chicago specializing in education, teacher education, and mathematics education.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	10	12	242
2	Social Sciences	3	3	35
3	Engineering	1	1	27
4	Language Studies	1	1	27
5	Public Health	1	1	11

Alison Castro Superfine

Publications

310

Citations

H-Index

Page 1

	Year	Citations
Exploring the Mathematical Knowledge Needed for Teaching Teachers Alison Castro Superfine, Wenjuan Li Journal of Teacher Education Mathematics CurriculumKnowledge DemandsEducational WritingEducationTeaching Method	2014	49
Facilitating video-based discussions to support prospective teacher noticing Alison Castro Superfine, Julie M. Amador, John Bragelman The Journal of Mathematical Behavior Teacher EducationEducationVideo ObservationProspective Teacher NoticingCommunication	2018	36
Mathematics teacher educators’ perspectives on their design of content courses for elementary preservice teachers Wenjuan Li, Alison Castro Superfine Journal of Mathematics Teacher Education Teacher EducationMathematics EducationMathematics Teacher EducatorsEducationContent Courses	2016	30
Translation between external representation systems in mathematics: All-or-none or skill conglomerate? Alison Castro Superfine, Reality S. Canty, Anne Marie Marshall The Journal of Mathematical Behavior EngineeringRepresentation TheoryMathematical LinguisticsAutomated ReasoningGeometric Representation	2009	27
Fidelity of implementation: bringing written curriculum materials into the equation Alison Castro Superfine, Anne Marie Marshall, Cathy Kelso The Curriculum Journal Curriculum InquiryEducational WritingEducationInstructional ModelsElementary Education	2015	22
Analyzing the Impact of Video Representation Complexity on Preservice Teacher Noticing of Children’s Thinking Alison Castro Superfine, John Bragelman Eurasia Journal of Mathematics Science and Technology Education	2018	20
Integrating algebra and proof in high school mathematics: An exploratory study Mara V. Martinez, Bárbara M. Brizuela, Alison Castro Superfine The Journal of Mathematical Behavior Exploratory StudyMathematics EducationHigh School MathematicsEducationFormal Mathematical Reasoning	2011	17
Developing Mathematical Knowledge for Teaching Teachers: A Model for the Professional Development of Teacher Educators. Alison Castro Superfine, Wenjuan Li Issues in teacher education Pre-service Teacher EducationTeacher EducationMathematics EducationMathematical KnowledgePreservice Teachers	2014	17
Developing Preservice Teachers' Mathematical Knowledge for Teaching: Making Explicit Design Considerations for a Content Course Alison Castro Superfine, Wenjuan Li, Mara V. Martinez Mathematics Teacher Educator Instructional DesignTeacher EducationMathematics EducationMathematics CurriculumMathematical Knowledge	2013	14
Micro-analysis of noticing: a lens on prospective teachers’ trajectories of learning to notice John Bragelman, Julie M. Amador, Alison Castro Superfine ZDM Teacher EducationCognitive ScienceLearning SciencesLearning TheoryEducational Psychology	2021	13

Page 1