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).

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).

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).

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).

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).

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).

46

Mathematics classroom instruction excellence through the platform of teaching contests. (English)

ZDM, Int. J. Math. Educ. 41, No. 3, 263-277 (2009).

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).

48

Open-ended questions and creativity education in mathematics. (English)

J. Korea Soc. Math. Educ. Ser. D 13, No. 1, 23-30 (2009).

49

Approaches and practices in developing school mathematics textbooks in China. (English)

ZDM, Int. J. Math. Educ. 41, No. 6, 733-748 (2009).

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).

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).

52

Communications: Does class size reduction necessarily lead to improvement in student achievement? (English)

Learn. Math. 29, No. 1, 26-27 (2009).

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).

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).

55

Mathematical preparation of elementary teachers in China: Changes and issues. (English)

J. Math. Teach. Educ. 11, No. 5, 417-430 (2008).

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).

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).

58

What do students need to learn about division of fractions? (English)

Math. Teach. Middle Sch. 13, No. 9, 546-552 (2008).

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).

60

Result **41** to **60** of **85** total