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Result 41 to 60 of 122 total

Conversation as a metaphor for mathematics and learning. (La conversación como una metáfora para las matemáticas y el aprendizaje.) (Spanish)
Uno 10, No. 37, 81-91 (2004).
Classification: D20 E20
41
Relevance versus utility: Some ideas on what it means to know mathematics. (English)
Clarke, Barbara et al., International perspectives on learning and teaching mathematics. NCM/Göteborg University, Göteborg (ISBN 91-85143-01-4). 313-327 (2004).
Classification: E20 D20
42
Why do we teach mathematics? (Waarom geven we wiskunde?) (Dutch)
Nieuwe Wiskrant 23, No. 2, 36-40 (2003).
Classification: D30 A40
43
Conversation as a metaphor for mathematics and learning. (English)
Philos. Math. Educ. J., No. 17, 10 p. (2003).
Classification: E20
44
Empowerment in mathematics education. (English)
Philos. Math. Educ. J., No. 15, 14 p. (2002).
Classification: D20
45
What is empowerment in mathematics education? (English)
Valero, Paola (ed.) et al., Mathematics education and society, MES. Proceedings of the international conference, Helsingør, April 2‒7, 2002, Volume II. (ISBN 87-7701-906-7). 249-259 (2002).
Classification: A40
46
Critical mathematics education. (English)
Gates, Peter, Issues in mathematics teaching. RoutledgeFalmer, London (ISBN 0-415-23865-X). 277-293 (2001).
Classification: D20
47
A survey of public images of mathematics. (English)
Res. Math. Educ. 2, No. 1, 193-206 (2000).
Classification: C20 A40
48
Teaching and learning mathematics. (English)
Koshy, Valsa et al., Mathematics for primary teachers. Routledge, London (ISBN 0-415-20090-3). 3-19 (2000).
Classification: D19
49
Mathematics for primary teachers. (English)
Routledge, London (ISBN 0-415-20090-3). 238 p. (2000).
Classification: A12
50
A survey of public images of mathematics. (English)
Rowland, Tim et al., Research in mathematics education. Vol. 2. , (ISBN 0-9538498-0-5). 193-206 (2000).
Classification: C20
51
Los valores y la imagen de las matemáticas: una perspectiva filosófica. (Spanish)
Uno 7, No. 23, 9-28 (2000).
Classification: E20
52
What is social constructivism in the psychology of mathematics education? (English)
Philos. Math. Educ. J., No. 12 (1999).
Classification: D20
53
Forms of knowledge in mathematics and mathematics education: philosophical and rhetorical perspectives. (English)
Educ. Stud. Math. 38, No. 1-3, 67-83 (1999).
Classification: C30
54
Public images of mathematics. (English)
Philos. Math. Educ. J., No. 11 (1999).
Classification: C20
55
Restoring discipline to the class: the new national curriculum for primary mathematics teacher education. (English)
Philos. Math. Educ. J., No. 11 (1999).
Classification: B50
56
Restoring discipline to the class: The new National Curriculum for primary mathematics teacher education. (English)
Gates, Peter (ed.) et al., Mathematics education and society, MEAS/MES 1. Proceedings of the international conference, Nottingham, UK, September 6‒11, 1998. Nottingham: Nottingham University (ISBN 0-9533812-0-X). 158-167 (1999).
Classification: D39
57
Why teach mathematics? The justification problem in mathematics education. (English)
Jensen, Jens Hojgaard et al., Justification and enrolment problems in education involving mathematics or physics. Roskilde University Press, Frederiksberg (ISBN 87-7867-070-5). 33-55 (1998).
Classification: A40
58
Images of mathematics, values, and gender: a philosophical perspective. (English)
Keitel, Christine, Social justice and mathematics education. , (ISBN 3-929-96812-6). 45-58 (1998).
Classification: C20
59
The history of mathematics in the classroom. (English)
Math. Sch. (Leicester) 27, No. 4, 25-31 (1998).
Classification: A30
60

Result 41 to 60 of 122 total

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