Result **61** to **80** of **85** total

Learning problem-solving by solving problem. (Chinese. English summary)

J. Math. Educ. (Tianjin) 17, No. 2, 17-20 (2008).

61

Curriculum and culture: an exploratory examination of mathematics curriculum materials in their system and cultural contexts. (English)

Math. Educ. 10, No. 1, 21-38 (2007).

62

Prospective middle school teachers’ knowledge in mathematics and pedagogy for teaching ‒ the case of fraction division. (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 3, 185-192 (2007).

63

Curriculum research to improve teaching and learning. (English)

Sch. Sci. Math. 107, No. 5, 166 (2007).

64

Classification and framing of mathematical knowledge in Hong Kong, Mainland China, Singapore, and the United States. (English)

Leung, Frederick K. S. (ed.) et al., Mathematics education in different cultural traditions. A comparative study of East Asia and the West. The 13th ICMI study. Final outcome from the 13th ICMI study conference, Hong Kong, China, October 2002. New York, NY: Springer (ISBN 0-387-29722-7/hbk). New ICMI Studies Series 9, 195-211 (2006).

65

More attention should be paid to theoretical research in mathematics education. (Chinese)

J. Math. Educ. (Tianjin) 15, No. 1, 32-34 (2006).

66

What do MM experiments tell us? (Chinese. English summary)

J. Math. Educ. (Tianjin) 14, No. 4, 74-77 (2005).

67

Gender issues and computers: college computer science education in Taiwan. (English)

Comput. Educ. (Exeter) 44, No. 3, 285-300 (2005).

68

Teaching about data collecting and arranging. (Chinese)

J. Math. Educ. (Tianjin) 12, No. 4, 97-99 (2003).

69

Reflections and recommendations. (English)

Int. J. Educ. Res. 37, No. 2, 227-32 (2002).

70

Knowing, understanding and exploring the content and formation of curriculum materials: a Chinese approach to empower prospective elementary school teachers pedagogically. (English)

Int. J. Educ. Res. 37, No. 2, 179-93 (2002).

71

A comparison of integer addition and subtraction problems presented in American and Chinese mathematics textbooks. (English)

Sowder, Judith et al., Lessons learned from research. National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-526-X). 151-154 (2002).

72

Suppose snow white agreed to take part as well. (English)

Math. Spectr. 35, No. 2, 29-32 (2003).

73

A model of teacher development: Social, subject knowledge, pedagogical, and cognitive. (English)

Cheng, Yin Cheong et al., Teaching effectiveness and teacher development: Towards a new knowledge base. Kluwer, Dordrecht (ISBN 9-62949-059-5). 183-214 (2001).

74

Culture and mathematical cognition. (English)

van denHeuvel-Panhuizen, Marja, Proceedings of the 25th conference of the international Group for the Psychology of Mathematics Education. Vol. 1. , (ISBN 90-74684-16-5). 260 (2001).

75

Can younger students succeed where older students fail? An examination of third graders’ solutions of a division-with-remainder (DWR) problem. (English)

J. Math. Behav. 19, No. 2, 233-246 (2000).

76

Characteristics of mathematics teacher preparation programs in the United States: An exploratory study. (English)

Math. Educ. 5, No. 1-2, 5-31 (2000).

77

Purpose, function and types of mathematics assessment in China. A historical perspective. (English)

ZDM, Zentralbl. Didakt. Math. 32, No. 6, 192-200 (2000).

78

A comparison of problems that follow selected content presentations in American and Chinese mathematics textbooks. (English)

J. Res. Math. Educ. 31, No. 2, 234-241 (2000).

79

Predicting academic achievement of college computer science majors. (English)

J. Res. Comput. Educ. 31, No. 2, 155-172 (1998).

80

Result **61** to **80** of **85** total