Result **61** to **80** of **102** total

The evolution of mathematical explorations in open-ended problem-solving situations. (English)

J. Math. Behav. 24, No. 3-4, 302-324 (2005).

61

Assessing students’ mathematical problem posing. (English)

Teach. Child. Math. 12, No. 3, 129-135 (2005).

62

Exploring mathematical exploration: how two college students formulated and solved their own mathematical problems. (English)

Focus Learn. Probl. Math. 27, No. 3, 43-72 (2005).

63

U.S. and Chinese teachers’ constructing, knowing, and evaluating representations to teach mathematics. (English)

Math. Think. Learn. 7, No. 2, 135-169 (2005).

64

Teaching percent through problem solving in Chinese classrooms. (English)

Ohio J. Sch. Math. 2004, No. 50, 10-14 (2004).

65

Developing ratio concepts: an Asian perspective. (English)

Math. Teach. Middle Sch. 9, No. 7, 362-367 (2004).

66

How Chinese learn mathematics. Perspectives from insiders. (English)

World Scientific Publishing Co., Singapore (ISBN 978-981-256-014-8). 590 p. (2004).

67

How do Chinese learn mathematics? Some evidence-based insights and needed directions. (English)

Fan, Lianghuo et al., How Chinese learn mathematics. Perspectives from insiders. World Scientific Publishing Co., Singapore (ISBN 978-981-256-014-8). 535-554 (2004).

68

Thinking mathematically by Chinese learners: a cross-national comparative perspective. (English)

Fan, Lianghuo et al., How Chinese learn mathematics. Perspectives from insiders. World Scientific Publishing Co., Singapore (ISBN 978-981-256-014-8). 71-106 (2004).

69

Why do U.S. and Chinese students think differently in mathematical problem solving? Impact of early algebra learning and teachers’ beliefs. (English)

J. Math. Behav. 23, No. 2, 135-167 (2004).

70

Developing algebraic thinking in the earlier grades: a case study of the Chinese elementary school curriculum. (English)

Math. Educ. 8, No. 1, 107-130 (2004).

71

Developing algebraic thinking in the earlier grades: a case study of the U.S. Investigations curriculum. (English)

Math. Educ. 8, No. 1, 6-38 (2004).

72

What research tells us about teaching mathematics through problem solving. (English)

Lester, Frank K. Jr., Teaching mathematics through problem solving. National Council of Teachers of Mathematics (NCTM), Reston, VA (ISBN 0-87353-540-5). 241-253 (2003).

73

Investigating parental roles in students’ learning of mathematics from a cross-national perspective. (English)

Math. Educ. Res. J. 15, No. 2, 87-106 (2003).

74

A perspective for examining the link between problem posing and problem solving. (English)

Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 3. ,. 103-110 (2003).

75

Singaporean students’ mathematical thinking in problem solving and problem posing. An exploratory study. (English)

Int. J. Math. Educ. Sci. Technol. 34, No. 5, 719-737 (2003).

76

Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. (English)

J. Math. Behav. 21, No. 4, 401-421 (2002).

77

Teachers’ conceptions and constructions of pedagogical representations in teaching arithmetic average. (English)

Phillips, Brian, ICOTS 6. Proceedings of the Sixth international conference on teaching statistics, Cape Town, Sout Africa, July 7‒12, 2002. (ISBN 0-85590-782-7). 6 p. (2002).

78

Intended treatments of arithmetic average in U.S. and Asian school mathematics textbooks. (English)

Sch. Sci. Math. 102, No. 8, 391-404 (2002).

79

Mathematical thinking involved in U.S. and Chinese students’ solving of process-constrained and process-open problems. (English)

Math. Think. Learn. 2, No. 4, 309-340 (2000).

80

Result **61** to **80** of **102** total