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Result 21 to 40 of 45 total

The importance of equal sign understanding in the middle grades. (English)
Math. Teach. Middle Sch. 13, No. 9, 514-519 (2008).
Classification: H23 C33 E43
21
Middle school mathematics teachers’ knowledge of students’ understanding of core algebraic concepts: equal sign and variable. (English)
Math. Think. Learn. 9, No. 3, 247-270 (2007).
Classification: H30 C30 D79
22
A longitudinal examination of middle school students’ understanding of the equal sign and equivalent equations. (English)
Math. Think. Learn. 9, No. 3, 221-246 (2007).
Classification: H30 C30
23
Does understanding the equal sign matter? Evidence from solving equations. (English)
J. Res. Math. Educ. 37, No. 4, 297-312 (2006).
Classification: H33 C33
24
Mathematics in the home: homework practices and mother-child interactions doing mathematics. (English)
J. Math. Behav. 25, No. 2, 136-152 (2006).
Classification: D43 C63
25
Middle school students’ understanding of core algebraic concepts: equivalence \& variable. (English)
ZDM, Zentralbl. Didakt. Math. 37, No. 1, 68-76 (2005).
Classification: H23 C33
26
Using technology to foster students’ mathematical understandings and intuitions. (English)
Masalski, William J. et al., Technology-supported mathematics learning environments. Sixty-seventh yearbook. Reston, VA: National Council of Teachers of Mathematics (NCTM), (ISBN 0-87353-569-3). 151-164 (2005).
Classification: U70 R20 D30
27
The role of technology in representing mathematical problem situations and concepts. (English)
Masalski, William J. et al., Technology-supported mathematics learning environments. Sixty-seventh yearbook. Reston, VA: National Council of Teachers of Mathematics (NCTM), (ISBN 0-87353-569-3). 277-290 (2005).
Classification: U50 R20
28
A conceptual framework for learning to teach secondary mathematics: A situative perspective. (English)
Educ. Stud. Math. 56, No. 1, 67-96 (2004).
Classification: B53 B54
29
Fostering mathematical curiosity: highlighting the mathematics. (English)
Math. Teach. (Reston) 96, No. 8, 574-579 (2003).
Classification: D50 G40 G60
30
Secondary school mathematics teachers’ conceptions of proof. (English)
J. Res. Math. Educ. 33, No. 5, 379-405 (2002).
Classification: E59
31
Proof as a tool for learning mathematics. (English)
Math. Teach. (Reston) 95, No. 7, 486-490 (2002).
Classification: D33
32
Fostering mathematical curiosity. (English)
Math. Teach. (Reston) 95, No. 2, 126-130 (2002).
Classification: G40
33
Teachers’ conceptions of proof in the context of secondary school mathematics. (English)
J. Math. Teach. Educ. 5, No. 1, 61-88 (2002).
Classification: E53
34
Unpacking the nature of discourse in mathematics classrooms. (English)
Math. Teach. Middle Sch. 6, No. 5, 320-325 (2001).
Classification: C53
35
A theoretical framework for examining discourse in mathematics classrooms. (English)
Focus Learn. Probl. Math. 23, No. 2-3, 5-22 (2001).
Classification: C50
36
Student understanding of the Cartesian connection: An exploratory study. (English)
J. Res. Math. Educ. 31, No. 4, 500-507 (2000).
Classification: I23 D63
37
Characterizing Students’ Understandings of Mathematical Proof. (English)
Math. Teach. (Reston) 91, No. 8, 714-17 (1998).
Classification: E53
38
The importance of algorithms in performance-based assessments. (English)
Morrow, Lorna J. et al., The teaching and learning of algorithms in school mathematics. National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-440-9). 56-68 (1998).
Classification: D53
39
Teacher change: developing an understanding of meaningful mathematical discourse. (English)
Dossey, John A. et al., Proceedings of the nineteenth annual meeting: Psychology of mathematics education (PME-NA XIX). Vol. 1. ,. 285-290 (1997).
Classification: C53
40

Result 21 to 40 of 45 total

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