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Result 41 to 60 of 85 total

Instructional coherence in Chinese mathematics classroom ‒ a case study of lessons on fraction division. (English)
Int. J. Sci. Math. Educ. 8, No. 4, 711-735 (2010).
Classification: F40 D40 D20
41
Promoting student\rq s mathematical learning through metacognitive training and motivational excitation in junior high school. (Chinese. English summary)
J. Math. Educ. (Tianjin) 18, No. 4, 91-98 (2009).
Classification: C70 D40
42
Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division. (English)
ZDM, Int. J. Math. Educ. 41, No. 6, 809-826 (2009).
Classification: F43 U23 D33 D13
43
Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division. (English)
ZDM, Int. J. Math. Educ. 41, No. 6, 717-731 (2009).
Classification: F40 D40 D30 D10
44
Searching for good mathematics instruction at primary school level valued in Taiwan. (English)
ZDM, Int. J. Math. Educ. 41, No. 3, 363-378 (2009).
Classification: D42 D12 B52
45
Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: a case study. (English)
ZDM, Int. J. Math. Educ. 41, No. 3, 297-309 (2009).
Classification: D40 D10 H30
46
Mathematics classroom instruction excellence through the platform of teaching contests. (English)
ZDM, Int. J. Math. Educ. 41, No. 3, 263-277 (2009).
Classification: D40 D10 D30 F50
47
Exemplary mathematics instruction and its development in selected education systems in East Asia. (English)
ZDM, Int. J. Math. Educ. 41, No. 3, 257-262 (2009).
Classification: D40 D10
48
Open-ended questions and creativity education in mathematics. (English)
J. Korea Soc. Math. Educ. Ser. D 13, No. 1, 23-30 (2009).
Classification: D30 D50
49
Approaches and practices in developing school mathematics textbooks in China. (English)
ZDM, Int. J. Math. Educ. 41, No. 6, 733-748 (2009).
Classification: D30 U20 D10
50
Curriculum research to improve teaching and learning: national and cross-national studies. (English)
ZDM, Int. J. Math. Educ. 41, No. 6, 709-715 (2009).
Classification: D30 D10
51
Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking. (English)
ZDM, Int. J. Math. Educ. 41, No. 6, 793-808 (2009).
Classification: C52 F22 U22 D32 D12
52
Communications: Does class size reduction necessarily lead to improvement in student achievement? (English)
Learn. Math. 29, No. 1, 26-27 (2009).
Classification: B10 D40 C70
53
Knowledge and confidence of pre-service mathematics teachers: the case of fraction division. (English)
ZDM, Int. J. Math. Educ. 40, No. 5, 833-843 (2008).
Classification: B53 F49 C39 C29
54
Chinese elementary mathematics teachers’ knowledge in mathematics and pedagogy for teaching: the case of fraction division. (English)
ZDM, Int. J. Math. Educ. 40, No. 5, 845-859 (2008).
Classification: B50 F49 C39 D20
55
Mathematical preparation of elementary teachers in China: Changes and issues. (English)
J. Math. Teach. Educ. 11, No. 5, 417-430 (2008).
Classification: B52 B20 D10
56
An analysis on the prospective elementary teachers’ knowledge in the case of division of fractions. (Korean. English summary)
J. Korea Soc. Math. Educ. Ser. A, Math. Educ. 47, No. 3, 291-310 (2008).
Classification: B52 F49
57
Challenges and opportunities of in-service mathematics teacher professional development in China. (Chinese. English summary)
J. Math. Educ. (Tianjin) 17, No. 3, 32-38 (2008).
Classification: B50 D39
58
What do students need to learn about division of fractions? (English)
Math. Teach. Middle Sch. 13, No. 9, 546-552 (2008).
Classification: F43
59
Research on students’ misconceptions to improve teaching and learning in school mathematics and science. (English)
Sch. Sci. Math. 108, No. 1, 4-7 (2008).
Classification: D74 D34
60

Result 41 to 60 of 85 total

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